Florida State Standards for Science:
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FL.SC.A.1.4. The Nature of Matter: The student understands that all matter has observable, measurable properties.
SC.A.1.4.1. The student knows that the electron configuration in atoms determines how a substance reacts and how much energy is involved in its reactions.
SC.A.1.4.2. The student knows that the vast diversity of the properties of materials is primarily due to variations in the forces that hold molecules together.
SC.A.1.4.3. The student knows that a change from one phase of matter to another involves a gain or loss of energy.
SC.A.1.4.4. The student experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.
SC.A.1.4.5. The student knows that connections (bonds) form between substances when outer-shell electrons are either transferred or shared between their atoms, changing the properties of substances.
FL.SC.A.2.4. The Nature of Matter: The student understands the basic principles of atomic theory.
SC.A.2.4.1. The student knows that the number and configuration of electrons will equal the number of protons in an electrically neutral atom and when an atom gains or loses electrons, the charge is unbalanced.
SC.A.2.4.2. The student knows the difference between an element, a molecule, and a compound.
SC.A.2.4.3. The student knows that a number of elements have heavier, unstable nuclei that decay, spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amount of energy.
SC.A.2.4.4. The student knows that nuclear energy is released when small, light atoms are fused into heavier ones.
SC.A.2.4.5. The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted.
SC.A.2.4.6. The student understands that matter may act as a wave, a particle, or something else entirely different with its own characteristic behavior.
FL.SC.B.1.4. Energy: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1. The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).
SC.B.1.4.2. The student understands that there is conservation of mass and energy when matter is transformed.
SC.B.1.4.3. The student knows that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.
SC.B.1.4.4. The student knows that as electrical charges oscillate, they create time-varying electric and magnetic fields that propagate away from the source as an electromagnetic wave.
SC.B.1.4.5. The student knows that each source of energy presents advantages and disadvantages to its use in society (e.g., political and economic implications may determine a society's selection of renewable or nonrenewable energy sources).
SC.B.1.4.6. The student knows that the first law of thermodynamics relates the transfer of energy to the work done and the heat transferred.
SC.B.1.4.7. The student knows that the total amount of usable energy always decreases, even though the total amount of energy is conserved in any transfer.
FL.SC.B.2.4. Energy: The student understands the interaction of matter and energy.
SC.B.2.4.1. The student knows that the structure of the universe is the result of interactions involving fundamental particles (matter) and basic forces (energy) and that evidence suggests that the universe contains all of the matter and energy that ever existed.
FL.SC.C.1.4. Force and Motion: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1. The student knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion.
SC.C.1.4.2. The student knows that any change in velocity is an acceleration.
FL.SC.C.2.4. Force and Motion: The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.
SC.C.2.4.1. The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects.
SC.C.2.4.2. The student knows that electrical forces exist between any two charged objects.
SC.C.2.4.3. The student describes how magnetic force and electrical force are two aspects of a single force.
SC.C.2.4.4. The student knows that the forces that hold the nucleus of an atom together are much stronger than electromagnetic force and that this is the reason for the great amount of energy released from the nuclear reactions in the sun and other stars.
SC.C.2.4.5. The student knows that most observable forces can be traced to electric forces acting between atoms or molecules.
SC.C.2.4.6. The student explains that all forces come in pairs commonly called action and reaction.
FL.SC.D.1.4. Processes that Shape the Earth: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1. The student knows how climatic patterns on Earth result from an interplay of many factors (Earth's topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents).
SC.D.1.4.2. The student knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth's surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands).
SC.D.1.4.3. The student knows that changes in Earth's climate, geological activity, and life forms may be traced and compared.
SC.D.1.4.4. The student knows that Earth's systems and organisms are the result of a long, continuous change over time.
FL.SC.D.2.4. Processes that Shape the Earth: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1. The student understands the interconnectedness of the systems on Earth and the quality of life.
FL.SC.E.1.4. Earth and Space: The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth.
SC.E.1.4.1. The student understands the relationships between events on Earth and the movements of the Earth, its moon, the other planets, and the sun.
SC.E.1.4.2. The student knows how the characteristics of other planets and satellites are similar to and different from those of the Earth.
SC.E.1.4.3. The student knows the various reasons that Earth is the only planet in our Solar System that appears to be capable of supporting life as we know it.
FL.SC.E.2.4. Earth and Space: The student recognizes the vastness of the universe and the Earth's place in it.
SC.E.2.4.1. The student knows that the stages in the development of three categories of stars are based on mass: stars that have the approximate mass of our sun, stars that are two-to-three-stellar masses and develop into neutron stars, and stars that are five-to-six-stellar masses and develop into black holes.
SC.E.2.4.2. The student identifies the arrangement of bodies found within and outside our galaxy.
SC.E.2.4.3. The student knows astronomical distance and time.
SC.E.2.4.4. The student understands stellar equilibrium.
SC.E.2.4.5. The student knows various scientific theories on how the universe was formed.
SC.E.2.4.6. The student knows the various ways in which scientists collect and generate data about our universe (e.g., X-ray telescopes, computer simulations of gravitational systems, nuclear reactions, space probes, and supercollider simulations).
SC.E.2.4.7. The student knows that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
FL.SC.F.1.4. Processes of Life: The student describes patterns of structure and function in living things.
SC.F.1.4.1. The student knows that the body processes involve specific bio-chemical reactions governed by biochemical principles.
SC.F.1.4.2. The student knows that body structures are uniquely designed and adapted for their function.
SC.F.1.4.3. The student knows that membranes are sites for chemical synthesis and essential energy conversions.
SC.F.1.4.4. The student understands that biological systems obey the same laws of conservation as physical systems.
SC.F.1.4.5. The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6. The student knows that separate parts of the body communicate with each other using electrical and/or chemical signals.
SC.F.1.4.7. The student knows that organisms respond to internal and external stimuli.
SC.F.1.4.8. The student knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.
FL.SC.F.2.4. Processes of Life: The student understands the process and importance of genetic diversity.
SC.F.2.4.1. The student understands the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction.
SC.F.2.4.2. The student knows that every cell contains a 'blueprint' coded in DNA molecules that specify how proteins are assembled to regulate cells.
SC.F.2.4.3. The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity.
FL.SC.G.1.4. How Living Things Interact with Their Environment: The student understands the competitive, interdependent, cyclic nature of living things in the environment.
SC.G.1.4.1. The student knows of the great diversity and interdependence of living things.
SC.G.1.4.2. The student understands how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
SC.G.1.4.3. The student knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.
FL.SC.G.2.4. How Living Things Interact with Their Environment: The student understands the consequences of using limited natural resources.
SC.G.2.4.1. The student knows that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide.
SC.G.2.4.2. The student knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition.
SC.G.2.4.3. The student understands how genetic variation of offspring contributes to population control in an environment and that natural selection ensures that those who are best adapted to their surroundings survive to reproduce.
SC.G.2.4.4. The student knows that the world ecosystems are shaped by physical factors that limit their productivity.
SC.G.2.4.5. The student understands that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth.
SC.G.2.4.6. The student knows the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).
FL.SC.H.1.4. The Nature of Science: The student uses the scientific processes and habits of mind to solve problems.
SC.H.1.4.1. The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
SC.H.1.4.2. The student knows that from time to time, major shifts occur in the scientific view of how the world works, but that more often the changes that take place in the body of scientific knowledge are small modifications of prior knowledge.
SC.H.1.4.3. The student understands that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth.
SC.H.1.4.4. The student knows that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.
SC.H.1.4.5. The student understands that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.
SC.H.1.4.6. The student understands that, in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that, in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings.
SC.H.1.4.7. The student understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.
FL.SC.H.2.4. The Nature of Science: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1. The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study.
SC.H.2.4.2. The student knows that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.
FL.SC.H.3.4. The Nature of Science: The student understands that science, technology, and society are interwoven and interdependent.
SC.H.3.4.1. The student knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure.
SC.H.3.4.2. The student knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science.
SC.H.3.4.3. The student knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
SC.H.3.4.4. The student knows that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
SC.H.3.4.5. The student knows that the value of a technology may differ for different people and at different times.
SC.H.3.4.6. The student knows that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account.
FL.SC.A.1.4. The Nature of Matter: The student understands that all matter has observable, measurable properties.
SC.A.1.4.1. The student knows that the electron configuration in atoms determines how a substance reacts and how much energy is involved in its reactions.
SC.A.1.4.2. The student knows that the vast diversity of the properties of materials is primarily due to variations in the forces that hold molecules together.
SC.A.1.4.3. The student knows that a change from one phase of matter to another involves a gain or loss of energy.
SC.A.1.4.4. The student experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.
SC.A.1.4.5. The student knows that connections (bonds) form between substances when outer-shell electrons are either transferred or shared between their atoms, changing the properties of substances.
FL.SC.A.2.4. The Nature of Matter: The student understands the basic principles of atomic theory.
SC.A.2.4.1. The student knows that the number and configuration of electrons will equal the number of protons in an electrically neutral atom and when an atom gains or loses electrons, the charge is unbalanced.
SC.A.2.4.2. The student knows the difference between an element, a molecule, and a compound.
SC.A.2.4.3. The student knows that a number of elements have heavier, unstable nuclei that decay, spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amount of energy.
SC.A.2.4.4. The student knows that nuclear energy is released when small, light atoms are fused into heavier ones.
SC.A.2.4.5. The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted.
SC.A.2.4.6. The student understands that matter may act as a wave, a particle, or something else entirely different with its own characteristic behavior.
FL.SC.B.1.4. Energy: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1. The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).
SC.B.1.4.2. The student understands that there is conservation of mass and energy when matter is transformed.
SC.B.1.4.3. The student knows that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.
SC.B.1.4.4. The student knows that as electrical charges oscillate, they create time-varying electric and magnetic fields that propagate away from the source as an electromagnetic wave.
SC.B.1.4.5. The student knows that each source of energy presents advantages and disadvantages to its use in society (e.g., political and economic implications may determine a society's selection of renewable or nonrenewable energy sources).
SC.B.1.4.6. The student knows that the first law of thermodynamics relates the transfer of energy to the work done and the heat transferred.
SC.B.1.4.7. The student knows that the total amount of usable energy always decreases, even though the total amount of energy is conserved in any transfer.
FL.SC.B.2.4. Energy: The student understands the interaction of matter and energy.
SC.B.2.4.1. The student knows that the structure of the universe is the result of interactions involving fundamental particles (matter) and basic forces (energy) and that evidence suggests that the universe contains all of the matter and energy that ever existed.
FL.SC.C.1.4. Force and Motion: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1. The student knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion.
SC.C.1.4.2. The student knows that any change in velocity is an acceleration.
FL.SC.C.2.4. Force and Motion: The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.
SC.C.2.4.1. The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects.
SC.C.2.4.2. The student knows that electrical forces exist between any two charged objects.
SC.C.2.4.3. The student describes how magnetic force and electrical force are two aspects of a single force.
SC.C.2.4.4. The student knows that the forces that hold the nucleus of an atom together are much stronger than electromagnetic force and that this is the reason for the great amount of energy released from the nuclear reactions in the sun and other stars.
SC.C.2.4.5. The student knows that most observable forces can be traced to electric forces acting between atoms or molecules.
SC.C.2.4.6. The student explains that all forces come in pairs commonly called action and reaction.
FL.SC.D.1.4. Processes that Shape the Earth: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1. The student knows how climatic patterns on Earth result from an interplay of many factors (Earth's topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents).
SC.D.1.4.2. The student knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth's surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands).
SC.D.1.4.3. The student knows that changes in Earth's climate, geological activity, and life forms may be traced and compared.
SC.D.1.4.4. The student knows that Earth's systems and organisms are the result of a long, continuous change over time.
FL.SC.D.2.4. Processes that Shape the Earth: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1. The student understands the interconnectedness of the systems on Earth and the quality of life.
FL.SC.E.1.4. Earth and Space: The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth.
SC.E.1.4.1. The student understands the relationships between events on Earth and the movements of the Earth, its moon, the other planets, and the sun.
SC.E.1.4.2. The student knows how the characteristics of other planets and satellites are similar to and different from those of the Earth.
SC.E.1.4.3. The student knows the various reasons that Earth is the only planet in our Solar System that appears to be capable of supporting life as we know it.
FL.SC.E.2.4. Earth and Space: The student recognizes the vastness of the universe and the Earth's place in it.
SC.E.2.4.1. The student knows that the stages in the development of three categories of stars are based on mass: stars that have the approximate mass of our sun, stars that are two-to-three-stellar masses and develop into neutron stars, and stars that are five-to-six-stellar masses and develop into black holes.
SC.E.2.4.2. The student identifies the arrangement of bodies found within and outside our galaxy.
SC.E.2.4.3. The student knows astronomical distance and time.
SC.E.2.4.4. The student understands stellar equilibrium.
SC.E.2.4.5. The student knows various scientific theories on how the universe was formed.
SC.E.2.4.6. The student knows the various ways in which scientists collect and generate data about our universe (e.g., X-ray telescopes, computer simulations of gravitational systems, nuclear reactions, space probes, and supercollider simulations).
SC.E.2.4.7. The student knows that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
FL.SC.F.1.4. Processes of Life: The student describes patterns of structure and function in living things.
SC.F.1.4.1. The student knows that the body processes involve specific bio-chemical reactions governed by biochemical principles.
SC.F.1.4.2. The student knows that body structures are uniquely designed and adapted for their function.
SC.F.1.4.3. The student knows that membranes are sites for chemical synthesis and essential energy conversions.
SC.F.1.4.4. The student understands that biological systems obey the same laws of conservation as physical systems.
SC.F.1.4.5. The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6. The student knows that separate parts of the body communicate with each other using electrical and/or chemical signals.
SC.F.1.4.7. The student knows that organisms respond to internal and external stimuli.
SC.F.1.4.8. The student knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.
FL.SC.F.2.4. Processes of Life: The student understands the process and importance of genetic diversity.
SC.F.2.4.1. The student understands the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction.
SC.F.2.4.2. The student knows that every cell contains a 'blueprint' coded in DNA molecules that specify how proteins are assembled to regulate cells.
SC.F.2.4.3. The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity.
FL.SC.G.1.4. How Living Things Interact with Their Environment: The student understands the competitive, interdependent, cyclic nature of living things in the environment.
SC.G.1.4.1. The student knows of the great diversity and interdependence of living things.
SC.G.1.4.2. The student understands how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
SC.G.1.4.3. The student knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.
FL.SC.G.2.4. How Living Things Interact with Their Environment: The student understands the consequences of using limited natural resources.
SC.G.2.4.1. The student knows that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide.
SC.G.2.4.2. The student knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition.
SC.G.2.4.3. The student understands how genetic variation of offspring contributes to population control in an environment and that natural selection ensures that those who are best adapted to their surroundings survive to reproduce.
SC.G.2.4.4. The student knows that the world ecosystems are shaped by physical factors that limit their productivity.
SC.G.2.4.5. The student understands that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth.
SC.G.2.4.6. The student knows the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).
FL.SC.H.1.4. The Nature of Science: The student uses the scientific processes and habits of mind to solve problems.
SC.H.1.4.1. The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
SC.H.1.4.2. The student knows that from time to time, major shifts occur in the scientific view of how the world works, but that more often the changes that take place in the body of scientific knowledge are small modifications of prior knowledge.
SC.H.1.4.3. The student understands that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth.
SC.H.1.4.4. The student knows that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.
SC.H.1.4.5. The student understands that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.
SC.H.1.4.6. The student understands that, in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that, in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings.
SC.H.1.4.7. The student understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.
FL.SC.H.2.4. The Nature of Science: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1. The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study.
SC.H.2.4.2. The student knows that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.
FL.SC.H.3.4. The Nature of Science: The student understands that science, technology, and society are interwoven and interdependent.
SC.H.3.4.1. The student knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure.
SC.H.3.4.2. The student knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science.
SC.H.3.4.3. The student knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
SC.H.3.4.4. The student knows that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
SC.H.3.4.5. The student knows that the value of a technology may differ for different people and at different times.
SC.H.3.4.6. The student knows that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account.
FL.SC.A.1.4. The Nature of Matter: The student understands that all matter has observable, measurable properties.
SC.A.1.4.1. The student knows that the electron configuration in atoms determines how a substance reacts and how much energy is involved in its reactions.
SC.A.1.4.2. The student knows that the vast diversity of the properties of materials is primarily due to variations in the forces that hold molecules together.
SC.A.1.4.3. The student knows that a change from one phase of matter to another involves a gain or loss of energy. (FCAT 2006)
SC.A.1.4.4. The student experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts. (FCAT 2006)
SC.A.1.4.5. The student knows that connections (bonds) form between substances when outer-shell electrons are either transferred or shared between their atoms, changing the properties of substances.
FL.SC.A.2.4. The Nature of Matter: The student understands the basic principles of atomic theory.
SC.A.2.4.1. The student knows that the number and configuration of electrons will equal the number of protons in an electrically neutral atom and when an atom gains or loses electrons, the charge is unbalanced.
SC.A.2.4.2. The student knows the difference between an element, a molecule, and a compound.
SC.A.2.4.3. The student knows that a number of elements have heavier, unstable nuclei that decay, spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amount of energy.
SC.A.2.4.4. The student knows that nuclear energy is released when small, light atoms are fused into heavier ones.
SC.A.2.4.5. The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted. (FCAT 2006)
SC.A.2.4.6. The student understands that matter may act as a wave, a particle, or something else entirely different with its own characteristic behavior. (FCAT 2006)
FL.SC.B.1.4. Energy: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1. The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (FCAT 2006)
SC.B.1.4.2. The student understands that there is conservation of mass and energy when matter is transformed.
SC.B.1.4.3. The student knows that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.
SC.B.1.4.4. The student knows that as electrical charges oscillate, they create time-varying electric and magnetic fields that propagate away from the source as an electromagnetic wave.
SC.B.1.4.5. The student knows that each source of energy presents advantages and disadvantages to its use in society (e.g., political and economic implications may determine a society's selection of renewable or nonrenewable energy sources).
SC.B.1.4.6. The student knows that the first law of thermodynamics relates the transfer of energy to the work done and the heat transferred.
SC.B.1.4.7. The student knows that the total amount of usable energy always decreases, even though the total amount of energy is conserved in any transfer.
FL.SC.B.2.4. Energy: The student understands the interaction of matter and energy.
SC.B.2.4.1. The student knows that the structure of the universe is the result of interactions involving fundamental particles (matter) and basic forces (energy) and that evidence suggests that the universe contains all of the matter and energy that ever existed.
FL.SC.C.1.4. Force and Motion: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1. The student knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion. (FCAT 2006)
SC.C.1.4.2. The student knows that any change in velocity is an acceleration.
FL.SC.C.2.4. Force and Motion: The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.
SC.C.2.4.1. The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects. (FCAT 2006)
SC.C.2.4.2. The student knows that electrical forces exist between any two charged objects.
SC.C.2.4.3. The student describes how magnetic force and electrical force are two aspects of a single force. (FCAT 2006)
SC.C.2.4.4. The student knows that the forces that hold the nucleus of an atom together are much stronger than electromagnetic force and that this is the reason for the great amount of energy released from the nuclear reactions in the sun and other stars.
SC.C.2.4.5. The student knows that most observable forces can be traced to electric forces acting between atoms or molecules.
SC.C.2.4.6. The student explains that all forces come in pairs commonly called action and reaction.
FL.SC.D.1.4. Processes that Shape the Earth: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1. The student knows how climatic patterns on Earth result from an interplay of many factors (Earth's topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents). (FCAT 2006)
SC.D.1.4.2. The student knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth's surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands). (FCAT 2006)
SC.D.1.4.3. The student knows that changes in Earth's climate, geological activity, and life forms may be traced and compared. (FCAT 2006)
SC.D.1.4.4. The student knows that Earth's systems and organisms are the result of a long, continuous change over time.
FL.SC.D.2.4. Processes that Shape the Earth: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1. The student understands the interconnectedness of the systems on Earth and the quality of life. (FCAT 2006)
FL.SC.E.1.4. Earth and Space: The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth.
SC.E.1.4.1. The student understands the relationships between events on Earth and the movements of the Earth, its moon, the other planets, and the sun. (FCAT 2006)
SC.E.1.4.2. The student knows how the characteristics of other planets and satellites are similar to and different from those of the Earth.
SC.E.1.4.3. The student knows the various reasons that Earth is the only planet in our Solar System that appears to be capable of supporting life as we know it.
FL.SC.E.2.4. Earth and Space: The student recognizes the vastness of the universe and the Earth's place in it.
SC.E.2.4.1. The student knows that the stages in the development of three categories of stars are based on mass: stars that have the approximate mass of our sun, stars that are two-to-three-stellar masses and develop into neutron stars, and stars that are five-to-six-stellar masses and develop into black holes.
SC.E.2.4.2. The student identifies the arrangement of bodies found within and outside our galaxy.
SC.E.2.4.3. The student knows astronomical distance and time. (FCAT 2006)
SC.E.2.4.4. The student understands stellar equilibrium.
SC.E.2.4.5. The student knows various scientific theories on how the universe was formed.
SC.E.2.4.6. The student knows the various ways in which scientists collect and generate data about our universe (e.g., X-ray telescopes, computer simulations of gravitational systems, nuclear reactions, space probes, and supercollider simulations).
SC.E.2.4.7. The student knows that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
FL.SC.F.1.4. Processes of Life: The student describes patterns of structure and function in living things.
SC.F.1.4.1. The student knows that the body processes involve specific bio-chemical reactions governed by biochemical principles.
SC.F.1.4.2. The student knows that body structures are uniquely designed and adapted for their function.
SC.F.1.4.3. The student knows that membranes are sites for chemical synthesis and essential energy conversions.
SC.F.1.4.4. The student understands that biological systems obey the same laws of conservation as physical systems.
SC.F.1.4.5. The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6. The student knows that separate parts of the body communicate with each other using electrical and/or chemical signals.
SC.F.1.4.7. The student knows that organisms respond to internal and external stimuli.
SC.F.1.4.8. The student knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.
FL.SC.F.2.4. Processes of Life: The student understands the process and importance of genetic diversity.
SC.F.2.4.1. The student understands the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction. (FCAT 2006)
SC.F.2.4.2. The student knows that every cell contains a 'blueprint' coded in DNA molecules that specify how proteins are assembled to regulate cells.
SC.F.2.4.3. The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (FCAT 2006)
FL.SC.G.1.4. How Living Things Interact with Their Environment: The student understands the competitive, interdependent, cyclic nature of living things in the environment.
SC.G.1.4.1. The student knows of the great diversity and interdependence of living things. (FCAT 2006)
SC.G.1.4.2. The student understands how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
SC.G.1.4.3. The student knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.
FL.SC.G.2.4. How Living Things Interact with Their Environment: The student understands the consequences of using limited natural resources.
SC.G.2.4.1. The student knows that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide. (FCAT 2006)
SC.G.2.4.2. The student knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition. (FCAT 2006)
SC.G.2.4.3. The student understands how genetic variation of offspring contributes to population control in an environment and that natural selection ensures that those who are best adapted to their surroundings survive to reproduce. (FCAT 2006)
SC.G.2.4.4. The student knows that the world ecosystems are shaped by physical factors that limit their productivity.
SC.G.2.4.5. The student understands that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth.
SC.G.2.4.6. The student knows the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).
FL.SC.H.1.4. The Nature of Science: The student uses the scientific processes and habits of mind to solve problems.
SC.H.1.4.1. The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. (FCAT 2006)
SC.H.1.4.2. The student knows that from time to time, major shifts occur in the scientific view of how the world works, but that more often the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. (FCAT 2006)
SC.H.1.4.3. The student understands that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth.
SC.H.1.4.4. The student knows that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.
SC.H.1.4.5. The student understands that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.
SC.H.1.4.6. The student understands that, in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that, in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings.
SC.H.1.4.7. The student understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings. (FCAT 2006)
FL.SC.H.2.4. The Nature of Science: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1. The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study. (FCAT 2006)
SC.H.2.4.2. The student knows that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.
FL.SC.H.3.4. The Nature of Science: The student understands that science, technology, and society are interwoven and interdependent.
SC.H.3.4.1. The student knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure. (FCAT 2006)
SC.H.3.4.2. The student knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science. (FCAT 2006)
SC.H.3.4.3. The student knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events. (FCAT 2006)
SC.H.3.4.4. The student knows that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
SC.H.3.4.5. The student knows that the value of a technology may differ for different people and at different times.
SC.H.3.4.6. The student knows that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account.
FL.SC.A.1.4. The Nature of Matter: The student understands that all matter has observable, measurable properties.
SC.A.1.4.1. The student knows that the electron configuration in atoms determines how a substance reacts and how much energy is involved in its reactions.
SC.A.1.4.2. The student knows that the vast diversity of the properties of materials is primarily due to variations in the forces that hold molecules together.
SC.A.1.4.3. The student knows that a change from one phase of matter to another involves a gain or loss of energy.
SC.A.1.4.4. The student experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.
SC.A.1.4.5. The student knows that connections (bonds) form between substances when outer-shell electrons are either transferred or shared between their atoms, changing the properties of substances.
FL.SC.A.2.4. The Nature of Matter: The student understands the basic principles of atomic theory.
SC.A.2.4.1. The student knows that the number and configuration of electrons will equal the number of protons in an electrically neutral atom and when an atom gains or loses electrons, the charge is unbalanced.
SC.A.2.4.2. The student knows the difference between an element, a molecule, and a compound.
SC.A.2.4.3. The student knows that a number of elements have heavier, unstable nuclei that decay, spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amount of energy.
SC.A.2.4.4. The student knows that nuclear energy is released when small, light atoms are fused into heavier ones.
SC.A.2.4.5. The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted.
SC.A.2.4.6. The student understands that matter may act as a wave, a particle, or something else entirely different with its own characteristic behavior.
FL.SC.B.1.4. Energy: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1. The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).
SC.B.1.4.2. The student understands that there is conservation of mass and energy when matter is transformed.
SC.B.1.4.3. The student knows that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.
SC.B.1.4.4. The student knows that as electrical charges oscillate, they create time-varying electric and magnetic fields that propagate away from the source as an electromagnetic wave.
SC.B.1.4.5. The student knows that each source of energy presents advantages and disadvantages to its use in society (e.g., political and economic implications may determine a society's selection of renewable or nonrenewable energy sources).
SC.B.1.4.6. The student knows that the first law of thermodynamics relates the transfer of energy to the work done and the heat transferred.
SC.B.1.4.7. The student knows that the total amount of usable energy always decreases, even though the total amount of energy is conserved in any transfer.
FL.SC.B.2.4. Energy: The student understands the interaction of matter and energy.
SC.B.2.4.1. The student knows that the structure of the universe is the result of interactions involving fundamental particles (matter) and basic forces (energy) and that evidence suggests that the universe contains all of the matter and energy that ever existed.
FL.SC.C.1.4. Force and Motion: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1. The student knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion.
SC.C.1.4.2. The student knows that any change in velocity is an acceleration.
FL.SC.C.2.4. Force and Motion: The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.
SC.C.2.4.1. The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects.
SC.C.2.4.2. The student knows that electrical forces exist between any two charged objects.
SC.C.2.4.3. The student describes how magnetic force and electrical force are two aspects of a single force.
SC.C.2.4.4. The student knows that the forces that hold the nucleus of an atom together are much stronger than electromagnetic force and that this is the reason for the great amount of energy released from the nuclear reactions in the sun and other stars.
SC.C.2.4.5. The student knows that most observable forces can be traced to electric forces acting between atoms or molecules.
SC.C.2.4.6. The student explains that all forces come in pairs commonly called action and reaction.
FL.SC.D.1.4. Processes that Shape the Earth: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1. The student knows how climatic patterns on Earth result from an interplay of many factors (Earth's topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents).
SC.D.1.4.2. The student knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth's surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands).
SC.D.1.4.3. The student knows that changes in Earth's climate, geological activity, and life forms may be traced and compared.
SC.D.1.4.4. The student knows that Earth's systems and organisms are the result of a long, continuous change over time.
FL.SC.D.2.4. Processes that Shape the Earth: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1. The student understands the interconnectedness of the systems on Earth and the quality of life.
FL.SC.E.1.4. Earth and Space: The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth.
SC.E.1.4.1. The student understands the relationships between events on Earth and the movements of the Earth, its moon, the other planets, and the sun.
SC.E.1.4.2. The student knows how the characteristics of other planets and satellites are similar to and different from those of the Earth.
SC.E.1.4.3. The student knows the various reasons that Earth is the only planet in our Solar System that appears to be capable of supporting life as we know it.
FL.SC.E.2.4. Earth and Space: The student recognizes the vastness of the universe and the Earth's place in it.
SC.E.2.4.1. The student knows that the stages in the development of three categories of stars are based on mass: stars that have the approximate mass of our sun, stars that are two-to-three-stellar masses and develop into neutron stars, and stars that are five-to-six-stellar masses and develop into black holes.
SC.E.2.4.2. The student identifies the arrangement of bodies found within and outside our galaxy.
SC.E.2.4.3. The student knows astronomical distance and time.
SC.E.2.4.4. The student understands stellar equilibrium.
SC.E.2.4.5. The student knows various scientific theories on how the universe was formed.
SC.E.2.4.6. The student knows the various ways in which scientists collect and generate data about our universe (e.g., X-ray telescopes, computer simulations of gravitational systems, nuclear reactions, space probes, and supercollider simulations).
SC.E.2.4.7. The student knows that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
FL.SC.F.1.4. Processes of Life: The student describes patterns of structure and function in living things.
SC.F.1.4.1. The student knows that the body processes involve specific bio-chemical reactions governed by biochemical principles.
SC.F.1.4.2. The student knows that body structures are uniquely designed and adapted for their function.
SC.F.1.4.3. The student knows that membranes are sites for chemical synthesis and essential energy conversions.
SC.F.1.4.4. The student understands that biological systems obey the same laws of conservation as physical systems.
SC.F.1.4.5. The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6. The student knows that separate parts of the body communicate with each other using electrical and/or chemical signals.
SC.F.1.4.7. The student knows that organisms respond to internal and external stimuli.
SC.F.1.4.8. The student knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.
FL.SC.F.2.4. Processes of Life: The student understands the process and importance of genetic diversity.
SC.F.2.4.1. The student understands the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction.
SC.F.2.4.2. The student knows that every cell contains a 'blueprint' coded in DNA molecules that specify how proteins are assembled to regulate cells.
SC.F.2.4.3. The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity.
FL.SC.G.1.4. How Living Things Interact with Their Environment: The student understands the competitive, interdependent, cyclic nature of living things in the environment.
SC.G.1.4.1. The student knows of the great diversity and interdependence of living things.
SC.G.1.4.2. The student understands how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
SC.G.1.4.3. The student knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.
FL.SC.G.2.4. How Living Things Interact with Their Environment: The student understands the consequences of using limited natural resources.
SC.G.2.4.1. The student knows that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide.
SC.G.2.4.2. The student knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition.
SC.G.2.4.3. The student understands how genetic variation of offspring contributes to population control in an environment and that natural selection ensures that those who are best adapted to their surroundings survive to reproduce.
SC.G.2.4.4. The student knows that the world ecosystems are shaped by physical factors that limit their productivity.
SC.G.2.4.5. The student understands that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth.
SC.G.2.4.6. The student knows the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).
FL.SC.H.1.4. The Nature of Science: The student uses the scientific processes and habits of mind to solve problems.
SC.H.1.4.1. The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
SC.H.1.4.2. The student knows that from time to time, major shifts occur in the scientific view of how the world works, but that more often the changes that take place in the body of scientific knowledge are small modifications of prior knowledge.
SC.H.1.4.3. The student understands that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth.
SC.H.1.4.4. The student knows that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.
SC.H.1.4.5. The student understands that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.
SC.H.1.4.6. The student understands that, in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that, in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings.
SC.H.1.4.7. The student understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.
FL.SC.H.2.4. The Nature of Science: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1. The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study.
SC.H.2.4.2. The student knows that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.
FL.SC.H.3.4. The Nature of Science: The student understands that science, technology, and society are interwoven and interdependent.
SC.H.3.4.1. The student knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure.
SC.H.3.4.2. The student knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science.
SC.H.3.4.3. The student knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
SC.H.3.4.4. The student knows that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
SC.H.3.4.5. The student knows that the value of a technology may differ for different people and at different times.
SC.H.3.4.6. The student knows that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account.
FL.SC.K.N. Nature of Science
SC.K.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.K.N.1.1.
Collaborate with a partner to collect information.
14
Suggested Titles for Florida
Science State
Standard SC.K.N.1.1.
SC.K.N.1.2.
Make observations of the natural world and know that they are descriptors collected using the five senses.
34
Suggested Titles for Florida
Science State
Standard SC.K.N.1.2.
SC.K.N.1.3.
Keep records as appropriate -- such as pictorial records -- of investigations conducted.
14
Suggested Titles for Florida
Science State
Standard SC.K.N.1.3.
SC.K.N.1.4.
Observe and create a visual representation of an object which includes its major features.
14
Suggested Titles for Florida
Science State
Standard SC.K.N.1.4.
SC.K.N.1.5.
Recognize that learning can come from careful observation.
16
Suggested Titles for Florida
Science State
Standard SC.K.N.1.5.
FL.SC.K.E. Earth and Space Science
SC.K.E.5. Earth in Space and Time - Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.
SC.K.E.5.1.
Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up.
9
Suggested Titles for Florida
Science State
Standard SC.K.E.5.1.
SC.K.E.5.2.
Recognize the repeating pattern of day and night.
6
Suggested Titles for Florida
Science State
Standard SC.K.E.5.2.
SC.K.E.5.3.
Recognize that the Sun can only be seen in the daytime.
8
Suggested Titles for Florida
Science State
Standard SC.K.E.5.3.
SC.K.E.5.4.
Observe that sometimes the Moon can be seen at night and sometimes during the day.
7
Suggested Titles for Florida
Science State
Standard SC.K.E.5.4.
SC.K.E.5.5.
Observe that things can be big and things can be small as seen from Earth.
3
Suggested Titles for Florida
Science State
Standard SC.K.E.5.5.
SC.K.E.5.6.
Observe that some objects are far away and some are nearby as seen from Earth.
7
Suggested Titles for Florida
Science State
Standard SC.K.E.5.6.
FL.SC.K.P. Physical Science
SC.K.P.8. Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or ''stuff'') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.
SC.K.P.8.1.
Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture.
26
Suggested Titles for Florida
Science State
Standard SC.K.P.8.1.
SC.K.P.9. Changes in Matter - A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.
SC.K.P.9.1.
Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling.
7
Suggested Titles for Florida
Science State
Standard SC.K.P.9.1.
SC.K.P.10. Forms of Energy - A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
SC.K.P.10.1.
Observe that things that make sound vibrate.
1
Suggested Titles for Florida
Science State
Standard SC.K.P.10.1.
SC.K.P.12. Motion of Objects - A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces.
SC.K.P.12.1.
Investigate that things move in different ways, such as fast, slow, etc.
3
Suggested Titles for Florida
Science State
Standard SC.K.P.12.1.
SC.K.P.13. Forces and Changes in Motion - A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance.
SC.K.P.13.1.
Observe that a push or a pull can change the way an object is moving.
2
Suggested Titles for Florida
Science State
Standard SC.K.P.13.1.
FL.SC.K.L. Life Science
SC.K.L.14. Organization and Development of Living Organisms - A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.
SC.K.L.14.1.
Recognize the five senses and related body parts.
24
Suggested Titles for Florida
Science State
Standard SC.K.L.14.1.
SC.K.L.14.2.
Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life.
4
Suggested Titles for Florida
Science State
Standard SC.K.L.14.2.
SC.K.L.14.3.
Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
63
Suggested Titles for Florida
Science State
Standard SC.K.L.14.3.
FL.SC.1.N. Nature of Science
SC.1.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation . B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.1.N.1.1.
Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
15
Suggested Titles for Florida
Science State
Standard SC.1.N.1.1.
SC.1.N.1.2.
Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.
31
Suggested Titles for Florida
Science State
Standard SC.1.N.1.2.
SC.1.N.1.3.
Keep records as appropriate - such as pictorial and written records - of investigations conducted.
15
Suggested Titles for Florida
Science State
Standard SC.1.N.1.3.
SC.1.N.1.4.
Ask ''how do you know?'' in appropriate situations.
15
Suggested Titles for Florida
Science State
Standard SC.1.N.1.4.
FL.SC.1.E. Earth and Space Science
SC.1.E.5. Earth in Space and Time - Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.
SC.1.E.5.1.
Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky.
5
Suggested Titles for Florida
Science State
Standard SC.1.E.5.1.
SC.1.E.5.2.
Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object on or near Earth toward it even though nothing is touching the object.
10
Suggested Titles for Florida
Science State
Standard SC.1.E.5.2.
SC.1.E.5.3.
Investigate how magnifiers make things appear bigger and help people see things they could not see without them.
2
Suggested Titles for Florida
Science State
Standard SC.1.E.5.3.
SC.1.E.5.4.
Identify the beneficial and harmful properties of the Sun.
12
Suggested Titles for Florida
Science State
Standard SC.1.E.5.4.
SC.1.E.6. Earth Structures - Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's water and natural resources.
SC.1.E.6.1.
Recognize that water, rocks, soil, and living organisms are found on Earth's surface.
17
Suggested Titles for Florida
Science State
Standard SC.1.E.6.1.
SC.1.E.6.2.
Describe the need for water and how to be safe around water.
1
Suggested Titles for Florida
Science State
Standard SC.1.E.6.2.
SC.1.E.6.3.
Recognize that some things in the world around us happen fast and some happen slowly.
9
Suggested Titles for Florida
Science State
Standard SC.1.E.6.3.
FL.SC.1.P. Physical Science
SC.1.P.8. Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or ''stuff'') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of ''weight'' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
SC.1.P.8.1.
Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float.
33
Suggested Titles for Florida
Science State
Standard SC.1.P.8.1.
SC.1.P.12. Motion of Objects - A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces.
SC.1.P.12.1.
Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow.
6
Suggested Titles for Florida
Science State
Standard SC.1.P.12.1.
SC.1.P.13. Forces and Changes in Motion - A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance.
SC.1.P.13.1.
Demonstrate that the way to change the motion of an object is by applying a push or a pull.
3
Suggested Titles for Florida
Science State
Standard SC.1.P.13.1.
FL.SC.1.L. Life Science
SC.1.L.14. Organization and Development of Living Organisms - A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.
SC.1.L.14.1.
Make observations of living things and their environment using the five senses.
28
Suggested Titles for Florida
Science State
Standard SC.1.L.14.1.
SC.1.L.14.2.
Identify the major parts of plants, including stem, roots, leaves, and flowers.
6
Suggested Titles for Florida
Science State
Standard SC.1.L.14.2.
SC.1.L.14.3.
Differentiate between living and nonliving things.
1
Suggested Titles for Florida
Science State
Standard SC.1.L.14.3.
SC.1.L.16. Heredity and Reproduction - A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
SC.1.L.16.1.
Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population.
100
Suggested Titles for Florida
Science State
Standard SC.1.L.16.1.
SC.1.L.17. Interdependence - A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
SC.1.L.17.1.
Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
103
Suggested Titles for Florida
Science State
Standard SC.1.L.17.1.
FL.SC.2.N. Nature of Science
SC.2.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.2.N.1.1.
Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.
18
Suggested Titles for Florida
Science State
Standard SC.2.N.1.1.
SC.2.N.1.2.
Compare the observations made by different groups using the same tools.
18
Suggested Titles for Florida
Science State
Standard SC.2.N.1.2.
SC.2.N.1.3.
Ask ''how do you know?'' in appropriate situations and attempt reasonable answers when asked the same question by others.
18
Suggested Titles for Florida
Science State
Standard SC.2.N.1.3.
SC.2.N.1.4.
Explain how particular scientific investigations should yield similar conclusions when repeated.
18
Suggested Titles for Florida
Science State
Standard SC.2.N.1.4.
SC.2.N.1.5.
Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
18
Suggested Titles for Florida
Science State
Standard SC.2.N.1.5.
SC.2.N.1.6.
Explain how scientists alone or in groups are always investigating new ways to solve problems.
4
Suggested Titles for Florida
Science State
Standard SC.2.N.1.6.
SC.2.E.6. Earth Structures - Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's water and natural resources.
SC.2.E.6.2.
Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.
2
Suggested Titles for Florida
Science State
Standard SC.2.E.6.2.
SC.2.E.6.3.
Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.
1
Suggested Titles for Florida
Science State
Standard SC.2.E.6.3.
SC.2.E.7. Earth Systems and Patterns - Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time.
SC.2.E.7.1.
Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.
16
Suggested Titles for Florida
Science State
Standard SC.2.E.7.1.
SC.2.E.7.2.
Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.
3
Suggested Titles for Florida
Science State
Standard SC.2.E.7.2.
SC.2.E.7.3.
Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).
15
Suggested Titles for Florida
Science State
Standard SC.2.E.7.3.
SC.2.E.7.4.
Investigate that air is all around us and that moving air is wind.
7
Suggested Titles for Florida
Science State
Standard SC.2.E.7.4.
SC.2.E.7.5.
State the importance of preparing for severe weather, lightning, and other weather related events.
18
Suggested Titles for Florida
Science State
Standard SC.2.E.7.5.
FL.SC.2.E. Earth and Space Science
SC.2.E.6.1.
Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.
4
Suggested Titles for Florida
Science State
Standard SC.2.E.6.1.
FL.SC.2.P. Physical Science
SC.2.P.8. Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or ''stuff'') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of ''weight'' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
SC.2.P.8.1.
Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.
12
Suggested Titles for Florida
Science State
Standard SC.2.P.8.1.
SC.2.P.8.2.
Identify objects and materials as solid, liquid, or gas.
8
Suggested Titles for Florida
Science State
Standard SC.2.P.8.2.
SC.2.P.8.3.
Recognize that solids have a definite shape and that liquids and gases take the shape of their container.
8
Suggested Titles for Florida
Science State
Standard SC.2.P.8.3.
SC.2.P.8.4.
Observe and describe water in its solid, liquid, and gaseous states.
16
Suggested Titles for Florida
Science State
Standard SC.2.P.8.4.
SC.2.P.8.5.
Measure and compare temperatures taken every day at the same time.
5
Suggested Titles for Florida
Science State
Standard SC.2.P.8.5.
SC.2.P.8.6.
Measure and compare the volume of liquids using containers of various shapes and sizes.
10
Suggested Titles for Florida
Science State
Standard SC.2.P.8.6.
SC.2.P.9. Changes in Matter - A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.
SC.2.P.9.1.
Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.
9
Suggested Titles for Florida
Science State
Standard SC.2.P.9.1.
SC.2.P.10. Forms of Energy - A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
SC.2.P.10.1.
Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.
6
Suggested Titles for Florida
Science State
Standard SC.2.P.10.1.
SC.2.P.13. Forces and Changes in Motion - A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance.
SC.2.P.13.1.
Investigate the effect of applying various pushes and pulls on different objects.
16
Suggested Titles for Florida
Science State
Standard SC.2.P.13.1.
SC.2.P.13.2.
Demonstrate that magnets can be used to make some things move without touching them.
7
Suggested Titles for Florida
Science State
Standard SC.2.P.13.2.
SC.2.P.13.3.
Recognize that objects are pulled toward the ground unless something holds them up.
12
Suggested Titles for Florida
Science State
Standard SC.2.P.13.3.
SC.2.P.13.4.
Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.
10
Suggested Titles for Florida
Science State
Standard SC.2.P.13.4.
FL.SC.2.L. Life Science
SC.2.L.14. Organization and Development of Living Organisms - A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.
SC.2.L.14.1.
Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
23
Suggested Titles for Florida
Science State
Standard SC.2.L.14.1.
SC.2.L.16. Heredity and Reproduction - A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
SC.2.L.16.1.
Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
138
Suggested Titles for Florida
Science State
Standard SC.2.L.16.1.
SC.2.L.17. Interdependence - A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
SC.2.L.17.1.
Compare and contrast the basic needs that all living things, including humans, have for survival.
3
Suggested Titles for Florida
Science State
Standard SC.2.L.17.1.
SC.2.L.17.2.
Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
18
Suggested Titles for Florida
Science State
Standard SC.2.L.17.2.
FL.SC.3.N. Nature of Science
SC.3.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.3.N.1.1.
Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
34
Suggested Titles for Florida
Science State
Standard SC.3.N.1.1.
SC.3.N.1.2.
Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
34
Suggested Titles for Florida
Science State
Standard SC.3.N.1.2.
SC.3.N.1.3.
Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
15
Suggested Titles for Florida
Science State
Standard SC.3.N.1.3.
SC.3.N.1.4.
Recognize the importance of communication among scientists.
7
Suggested Titles for Florida
Science State
Standard SC.3.N.1.4.
SC.3.N.1.5.
Recognize that scientists question, discuss, and check each others' evidence and explanations.
6
Suggested Titles for Florida
Science State
Standard SC.3.N.1.5.
SC.3.N.1.6.
Infer based on observation.
11
Suggested Titles for Florida
Science State
Standard SC.3.N.1.6.
SC.3.N.1.7.
Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena.
8
Suggested Titles for Florida
Science State
Standard SC.3.N.1.7.
SC.3.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example; ''theory,'' ''law,'' ''hypothesis,'' and ''model'' have very specific meanings and functions within science.
SC.3.N.3.1.
Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence.
7
Suggested Titles for Florida
Science State
Standard SC.3.N.3.1.
SC.3.N.3.2.
Recognize that scientists use models to help understand and explain how things work.
7
Suggested Titles for Florida
Science State
Standard SC.3.N.3.2.
SC.3.N.3.3.
Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
10
Suggested Titles for Florida
Science State
Standard SC.3.N.3.3.
FL.SC.3.E. Earth and Space Science
SC.3.E.5. Earth in Space and Time - Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.
SC.3.E.5.1.
Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light.
5
Suggested Titles for Florida
Science State
Standard SC.3.E.5.1.
SC.3.E.5.2.
Identify the Sun as a star that emits energy; some of it in the form of light.
7
Suggested Titles for Florida
Science State
Standard SC.3.E.5.2.
SC.3.E.5.3.
Recognize that the Sun appears large and bright because it is the closest star to Earth.
5
Suggested Titles for Florida
Science State
Standard SC.3.E.5.3.
SC.3.E.5.4.
Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.
12
Suggested Titles for Florida
Science State
Standard SC.3.E.5.4.
SC.3.E.5.5.
Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye.
9
Suggested Titles for Florida
Science State
Standard SC.3.E.5.5.
SC.3.E.6. Earth Structures - Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's water and natural resources.
SC.3.E.6.1.
Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.
5
Suggested Titles for Florida
Science State
Standard SC.3.E.6.1.
FL.SC.3.P. Physical Science
SC.3.P.8. Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or ''stuff'') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of ''weight'' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
SC.3.P.8.1.
Measure and compare temperatures of various samples of solids and liquids.
9
Suggested Titles for Florida
Science State
Standard SC.3.P.8.1.
SC.3.P.8.2.
Measure and compare the mass and volume of solids and liquids.
5
Suggested Titles for Florida
Science State
Standard SC.3.P.8.2.
SC.3.P.8.3.
Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
3
Suggested Titles for Florida
Science State
Standard SC.3.P.8.3.
SC.3.P.9. Changes in Matter - A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.
SC.3.P.9.1.
Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
11
Suggested Titles for Florida
Science State
Standard SC.3.P.9.1.
SC.3.P.10. Forms of Energy - A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
SC.3.P.10.1.
Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
9
Suggested Titles for Florida
Science State
Standard SC.3.P.10.1.
SC.3.P.10.2.
Recognize that energy has the ability to cause motion or create change.
7
Suggested Titles for Florida
Science State
Standard SC.3.P.10.2.
SC.3.P.10.3.
Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
7
Suggested Titles for Florida
Science State
Standard SC.3.P.10.3.
SC.3.P.10.4.
Demonstrate that light can be reflected, refracted, and absorbed.
6
Suggested Titles for Florida
Science State
Standard SC.3.P.10.4.
SC.3.P.11. Energy Transfer and Transformations - A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter.
SC.3.P.11.1.
Investigate, observe, and explain that things that give off light often also give off heat.
9
Suggested Titles for Florida
Science State
Standard SC.3.P.11.1.
SC.3.P.11.2.
Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one's hands together.
9
Suggested Titles for Florida
Science State
Standard SC.3.P.11.2.
FL.SC.3.L. Life Science
SC.3.L.14. Organization and Development of Living Organisms - A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.
SC.3.L.14.1.
Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
15
Suggested Titles for Florida
Science State
Standard SC.3.L.14.1.
SC.3.L.14.2.
Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
15
Suggested Titles for Florida
Science State
Standard SC.3.L.14.2.
SC.3.L.15. Diversity and Evolution of Living Organisms - A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival. B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.
SC.3.L.15.1.
Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
30
Suggested Titles for Florida
Science State
Standard SC.3.L.15.1.
SC.3.L.15.2.
Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
6
Suggested Titles for Florida
Science State
Standard SC.3.L.15.2.
SC.3.L.17. Interdependence - A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
SC.3.L.17.1.
Describe how animals and plants respond to changing seasons.
5
Suggested Titles for Florida
Science State
Standard SC.3.L.17.1.
SC.3.L.17.2.
Recognize that plants use energy from the Sun, air, and water to make their own food.
17
Suggested Titles for Florida
Science State
Standard SC.3.L.17.2.
FL.SC.4.N. Nature of Science
SC.4.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.4.N.1.1.
Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
5
Suggested Titles for Florida
Science State
Standard SC.4.N.1.1.
SC.4.N.1.2.
Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
2
Suggested Titles for Florida
Science State
Standard SC.4.N.1.2.
SC.4.N.1.3.
Explain that science does not always follow a rigidly defined method (''the scientific method'') but that science does involve the use of observations and empirical evidence.
4
Suggested Titles for Florida
Science State
Standard SC.4.N.1.3.
SC.4.N.1.4.
Attempt reasonable answers to scientific questions and cite evidence in support.
4
Suggested Titles for Florida
Science State
Standard SC.4.N.1.4.
SC.4.N.1.5.
Compare the methods and results of investigations done by other classmates.
4
Suggested Titles for Florida
Science State
Standard SC.4.N.1.5.
SC.4.N.1.6.
Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
2
Suggested Titles for Florida
Science State
Standard SC.4.N.1.6.
SC.4.N.1.7.
Recognize and explain that scientists base their explanations on evidence.
4
Suggested Titles for Florida
Science State
Standard SC.4.N.1.7.
SC.4.N.1.8.
Recognize that science involves creativity in designing experiments.
1
Suggested Titles for Florida
Science State
Standard SC.4.N.1.8.
SC.4.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.4.N.2.1.
Explain that science focuses solely on the natural world.
2
Suggested Titles for Florida
Science State
Standard SC.4.N.2.1.
SC.4.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example; ''theory,'' ''law,'' ''hypothesis,'' and ''model'' have very specific meanings and functions within science.
SC.4.N.3.1.
Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer mode.
1
Suggested Titles for Florida
Science State
Standard SC.4.N.3.1.
FL.SC.4.E. Earth and Space Science
SC.4.E.5. Earth in Space and Time - Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.
SC.4.E.5.1.
Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
8
Suggested Titles for Florida
Science State
Standard SC.4.E.5.1.
SC.4.E.5.2.
Describe the changes in the observable shape of the moon over the course of about a month.
6
Suggested Titles for Florida
Science State
Standard SC.4.E.5.2.
SC.4.E.5.3.
Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
4
Suggested Titles for Florida
Science State
Standard SC.4.E.5.3.
SC.4.E.5.4.
Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
1
Suggested Titles for Florida
Science State
Standard SC.4.E.5.4.
SC.4.E.5.5.
Investigate and report the effects of space research and exploration on the economy and culture of Florida.
3
Suggested Titles for Florida
Science State
Standard SC.4.E.5.5.
SC.4.E.6. Earth Structures - Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's water and natural resources.
SC.4.E.6.1.
Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
5
Suggested Titles for Florida
Science State
Standard SC.4.E.6.1.
SC.4.E.6.2.
Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
5
Suggested Titles for Florida
Science State
Standard SC.4.E.6.2.
SC.4.E.6.3.
Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
7
Suggested Titles for Florida
Science State
Standard SC.4.E.6.3.
SC.4.E.6.4.
Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
3
Suggested Titles for Florida
Science State
Standard SC.4.E.6.4.
SC.4.E.6.5.
Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.
10
Suggested Titles for Florida
Science State
Standard SC.4.E.6.5.
SC.4.E.6.6.
Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
12
Suggested Titles for Florida
Science State
Standard SC.4.E.6.6.
FL.SC.4.P. Physical Science
SC.4.P.8. Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or ''stuff'') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of ''weight'' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
SC.4.P.8.1.
Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.
4
Suggested Titles for Florida
Science State
Standard SC.4.P.8.1.
SC.4.P.8.2.
Identify properties and common uses of water in each of its states.
6
Suggested Titles for Florida
Science State
Standard SC.4.P.8.2.
SC.4.P.8.3.
Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.
6
Suggested Titles for Florida
Science State
Standard SC.4.P.8.3.
SC.4.P.8.4.
Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.
3
Suggested Titles for Florida
Science State
Standard SC.4.P.8.4.
SC.4.P.9. Changes in Matter - A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.
SC.4.P.9.1.
Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.
4
Suggested Titles for Florida
Science State
Standard SC.4.P.9.1.
SC.4.P.10. Forms of Energy - A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
SC.4.P.10.1.
Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
17
Suggested Titles for Florida
Science State
Standard SC.4.P.10.1.
SC.4.P.10.2.
Investigate and describe that energy has the ability to cause motion or create change.
9
Suggested Titles for Florida
Science State
Standard SC.4.P.10.2.
SC.4.P.10.3.
Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.
4
Suggested Titles for Florida
Science State
Standard SC.4.P.10.3.
SC.4.P.10.4.
Describe how moving water and air are sources of energy and can be used to move things.
3
Suggested Titles for Florida
Science State
Standard SC.4.P.10.4.
SC.4.P.11. Energy Transfer and Transformations - A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter.
SC.4.P.11.1.
Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. SC.4.P.11.2 Identify common materials that conduct heat well or poorly.
3
Suggested Titles for Florida
Science State
Standard SC.4.P.11.1.
SC.4.P.12. Motion of Objects - A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces.
SC.4.P.12.1.
Recognize that an object in motion always changes its position and may change its direction.
6
Suggested Titles for Florida
Science State
Standard SC.4.P.12.1.
SC.4.P.12.2.
Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.
6
Suggested Titles for Florida
Science State
Standard SC.4.P.12.2.
FL.SC.4.L. Life Science
SC.4.L.16. Heredity and Reproduction - A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
SC.4.L.16.1.
Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
6
Suggested Titles for Florida
Science State
Standard SC.4.L.16.1.
SC.4.L.16.2.
Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
3
Suggested Titles for Florida
Science State
Standard SC.4.L.16.2.
SC.4.L.16.3.
Recognize that animal behaviors may be shaped by heredity and learning.
20
Suggested Titles for Florida
Science State
Standard SC.4.L.16.3.
SC.4.L.16.4.
Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants.
16
Suggested Titles for Florida
Science State
Standard SC.4.L.16.4.
SC.4.L.17. Interdependence - A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
SC.4.L.17.1.
Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
4
Suggested Titles for Florida
Science State
Standard SC.4.L.17.1.
SC.4.L.17.2.
Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
16
Suggested Titles for Florida
Science State
Standard SC.4.L.17.2.
SC.4.L.17.3. Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
SC.4.L.17.4.
Recognize ways plants and animals, including humans, can impact the environment.
8
Suggested Titles for Florida
Science State
Standard SC.4.L.17.4.
FL.SC.5.N. Nature of Science
SC.5.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.5.N.1.1.
Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
4
Suggested Titles for Florida
Science State
Standard SC.5.N.1.1.
SC.5.N.1.2.
Explain the difference between an experiment and other types of scientific investigation.
4
Suggested Titles for Florida
Science State
Standard SC.5.N.1.2.
SC.5.N.1.3.
Recognize and explain the need for repeated experimental trials.
4
Suggested Titles for Florida
Science State
Standard SC.5.N.1.3.
SC.5.N.1.4.
Identify a control group and explain its importance in an experiment.
4
Suggested Titles for Florida
Science State
Standard SC.5.N.1.4.
SC.5.N.1.5.
Recognize and explain that authentic scientific investigation frequently does not parallel the steps of ''the scientific method.''
4
Suggested Titles for Florida
Science State
Standard SC.5.N.1.5.
SC.5.N.1.6.
Recognize and explain the difference between personal opinion/interpretation and verified observation.
4
Suggested Titles for Florida
Science State
Standard SC.5.N.1.6.
SC.5.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.5.N.2.1.
Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
4
Suggested Titles for Florida
Science State
Standard SC.5.N.2.1.
SC.5.N.2.2.
Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
4
Suggested Titles for Florida
Science State
Standard SC.5.N.2.2.
FL.SC.5.E. Earth and Space Science
SC.5.E.5. Earth in Space and Time - Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.
SC.5.E.5.1.
Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
11
Suggested Titles for Florida
Science State
Standard SC.5.E.5.1.
SC.5.E.5.2.
Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
22
Suggested Titles for Florida
Science State
Standard SC.5.E.5.2.
SC.5.E.5.3.
Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it.
33
Suggested Titles for Florida
Science State
Standard SC.5.E.5.3.
SC.5.E.7. Earth Systems and Patterns - Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time.
SC.5.E.7.1.
Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
4
Suggested Titles for Florida
Science State
Standard SC.5.E.7.1.
SC.5.E.7.2.
Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.
8
Suggested Titles for Florida
Science State
Standard SC.5.E.7.2.
SC.5.E.7.3.
Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
10
Suggested Titles for Florida
Science State
Standard SC.5.E.7.3.
SC.5.E.7.4.
Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
3
Suggested Titles for Florida
Science State
Standard SC.5.E.7.4.
SC.5.E.7.5.
Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
8
Suggested Titles for Florida
Science State
Standard SC.5.E.7.5.
SC.5.E.7.6.
Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
28
Suggested Titles for Florida
Science State
Standard SC.5.E.7.6.
SC.5.E.7.7.
Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.
18
Suggested Titles for Florida
Science State
Standard SC.5.E.7.7.
FL.SC.5.P. Physical Science
SC.5.P.8. Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or ''stuff'') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of ''weight'' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
SC.5.P.8.1.
Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
16
Suggested Titles for Florida
Science State
Standard SC.5.P.8.1.
SC.5.P.8.2.
Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.
16
Suggested Titles for Florida
Science State
Standard SC.5.P.8.2.
SC.5.P.8.3.
Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.
16
Suggested Titles for Florida
Science State
Standard SC.5.P.8.3.
SC.5.P.8.4.
Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification.
8
Suggested Titles for Florida
Science State
Standard SC.5.P.8.4.
SC.5.P.9. Changes in Matter - A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.
SC.5.P.9.1.
Investigate and describe that many physical and chemical changes are affected by temperature.
7
Suggested Titles for Florida
Science State
Standard SC.5.P.9.1.
SC.5.P.10. Forms of Energy - A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
SC.5.P.10.1.
Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
27
Suggested Titles for Florida
Science State
Standard SC.5.P.10.1.
SC.5.P.10.2.
Investigate and explain that energy has the ability to cause motion or create change.
20
Suggested Titles for Florida
Science State
Standard SC.5.P.10.2.
SC.5.P.10.3.
Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.
9
Suggested Titles for Florida
Science State
Standard SC.5.P.10.3.
SC.5.P.10.4.
Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
27
Suggested Titles for Florida
Science State
Standard SC.5.P.10.4.
SC.5.P.11. Energy Transfer and Transformations - A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter.
SC.5.P.11.1.
Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
9
Suggested Titles for Florida
Science State
Standard SC.5.P.11.1.
SC.5.P.11.2.
Identify and classify materials that conduct electricity and materials that do not.
9
Suggested Titles for Florida
Science State
Standard SC.5.P.11.2.
SC.5.P.13. Forces and Changes in Motion - A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance.
SC.5.P.13.1.
Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
4
Suggested Titles for Florida
Science State
Standard SC.5.P.13.1.
SC.5.P.13.2.
Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.
4
Suggested Titles for Florida
Science State
Standard SC.5.P.13.2.
SC.5.P.13.3.
Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.
4
Suggested Titles for Florida
Science State
Standard SC.5.P.13.3.
SC.5.P.13.4.
Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.
3
Suggested Titles for Florida
Science State
Standard SC.5.P.13.4.
FL.SC.5.L. Life Science
SC.5.L.14. Organization and Development of Living Organisms - A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.
SC.5.L.14.1.
Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
37
Suggested Titles for Florida
Science State
Standard SC.5.L.14.1.
SC.5.L.14.2.
Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
52
Suggested Titles for Florida
Science State
Standard SC.5.L.14.2.
SC.5.L.15. Diversity and Evolution of Living Organisms - A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival. B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.
SC.5.L.15.1.
Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
18
Suggested Titles for Florida
Science State
Standard SC.5.L.15.1.
SC.5.L.17. Interdependence - A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
SC.5.L.17.1.
Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
21
Suggested Titles for Florida
Science State
Standard SC.5.L.17.1.
FL.SC.6.N. Nature of Science
SC.6.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.6.N.1.1.
Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
4
Suggested Titles for Florida
Science State
Standard SC.6.N.1.1.
SC.6.N.1.2.
Explain why scientific investigations should be replicable.
4
Suggested Titles for Florida
Science State
Standard SC.6.N.1.2.
SC.6.N.1.3.
Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
4
Suggested Titles for Florida
Science State
Standard SC.6.N.1.3.
SC.6.N.1.4.
Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
4
Suggested Titles for Florida
Science State
Standard SC.6.N.1.4.
SC.6.N.1.5.
Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.
4
Suggested Titles for Florida
Science State
Standard SC.6.N.1.5.
SC.6.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.6.N.2.1.
Distinguish science from other activities involving thought.
17
Suggested Titles for Florida
Science State
Standard SC.6.N.2.1.
SC.6.N.2.2.
Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
11
Suggested Titles for Florida
Science State
Standard SC.6.N.2.2.
SC.6.N.2.3.
Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
8
Suggested Titles for Florida
Science State
Standard SC.6.N.2.3.
SC.6.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example; ''theory,'' ''law,'' ''hypothesis,'' and ''model'' have very specific meanings and functions within science.
SC.6.N.3.1.
Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life.
13
Suggested Titles for Florida
Science State
Standard SC.6.N.3.1.
SC.6.N.3.2.
Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws.
13
Suggested Titles for Florida
Science State
Standard SC.6.N.3.2.
SC.6.N.3.3.
Give several examples of scientific laws.
18
Suggested Titles for Florida
Science State
Standard SC.6.N.3.3.
SC.6.N.3.4.
Identify the role of models in the context of the sixth grade science benchmarks.
23
Suggested Titles for Florida
Science State
Standard SC.6.N.3.4.
FL.SC.6.E. Earth and Space Science
SC.6.E.6. Earth Structures - Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
SC.6.E.6.1.
Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.
3
Suggested Titles for Florida
Science State
Standard SC.6.E.6.1.
SC.6.E.6.2.
Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
15
Suggested Titles for Florida
Science State
Standard SC.6.E.6.2.
SC.6.E.7. .Earth Systems and Patterns - The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.6.E.7.1.
Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system.
6
Suggested Titles for Florida
Science State
Standard SC.6.E.7.1.
SC.6.E.7.2.
Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
6
Suggested Titles for Florida
Science State
Standard SC.6.E.7.2.
SC.6.E.7.3.
Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
4
Suggested Titles for Florida
Science State
Standard SC.6.E.7.3.
SC.6.E.7.4.
Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
12
Suggested Titles for Florida
Science State
Standard SC.6.E.7.4.
SC.6.E.7.5.
Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.
6
Suggested Titles for Florida
Science State
Standard SC.6.E.7.5.
SC.6.E.7.6.
Differentiate between weather and climate.
4
Suggested Titles for Florida
Science State
Standard SC.6.E.7.6.
SC.6.E.7.7.
Investigate how natural disasters have affected human life in Florida.
5
Suggested Titles for Florida
Science State
Standard SC.6.E.7.7.
SC.6.E.7.8.
Describe ways human beings protect themselves from hazardous weather and sun exposure.
9
Suggested Titles for Florida
Science State
Standard SC.6.E.7.8.
SC.6.E.7.9.
Describe how the composition and structure of the atmosphere protects life and insulates the planet.
8
Suggested Titles for Florida
Science State
Standard SC.6.E.7.9.
SC.6.P.12. Motion of Objects - A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces.
SC.6.P.12.1.
Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship.
14
Suggested Titles for Florida
Science State
Standard SC.6.P.12.1.
SC.6.P.13. Forces and Changes in Motion - A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance.
SC.6.P.13.1.
Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.
5
Suggested Titles for Florida
Science State
Standard SC.6.P.13.1.
SC.6.P.13.2.
Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are.
4
Suggested Titles for Florida
Science State
Standard SC.6.P.13.2.
SC.6.P.13.3.
Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.
5
Suggested Titles for Florida
Science State
Standard SC.6.P.13.3.
FL.SC.6.P. Physical Science
SC.6.P.11. Energy Transfer and Transformations - A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.
SC.6.P.11.1.
Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
16
Suggested Titles for Florida
Science State
Standard SC.6.P.11.1.
FL.SC.6.L. Life Science
SC.6.L.14. Organization and Development of Living Organisms - A. All living things share certain characteristics. B. The scientific theory of cells, also called cell theory , is the a fundamental organizing principle of life on Earth. C. Life can be organized in a functional and structural hierarchy. D. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis.
SC.6.L.14.1.
Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.
16
Suggested Titles for Florida
Science State
Standard SC.6.L.14.1.
SC.6.L.14.2.
Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life.
15
Suggested Titles for Florida
Science State
Standard SC.6.L.14.2.
SC.6.L.14.3.
Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing.
15
Suggested Titles for Florida
Science State
Standard SC.6.L.14.3.
SC.6.L.14.4.
Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
12
Suggested Titles for Florida
Science State
Standard SC.6.L.14.4.
SC.6.L.14.5.
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.
12
Suggested Titles for Florida
Science State
Standard SC.6.L.14.5.
SC.6.L.14.6.
Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites.
10
Suggested Titles for Florida
Science State
Standard SC.6.L.14.6.
SC.6.L.15. Diversity and Evolution of Living Organisms - A. The scientific theory of evolution is the organizing principle of life science. B. The scientific theory of evolution is supported by multiple forms of evidence. C. Natural Selection is a primary mechanism leading to change over time in organisms.
SC.6.L.15.1.
Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
4
Suggested Titles for Florida
Science State
Standard SC.6.L.15.1.
FL.SC.7.N. Nature of Science
SC.7.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.''C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.7.N.1.1.
Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
38
Suggested Titles for Florida
Science State
Standard SC.7.N.1.1.
SC.7.N.1.2.
Differentiate replication (by others) from repetition (multiple trials).
3
Suggested Titles for Florida
Science State
Standard SC.7.N.1.2.
SC.7.N.1.3.
Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.
3
Suggested Titles for Florida
Science State
Standard SC.7.N.1.3.
SC.7.N.1.4.
Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.
1
Suggested Titles for Florida
Science State
Standard SC.7.N.1.4.
SC.7.N.1.5.
Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.
4
Suggested Titles for Florida
Science State
Standard SC.7.N.1.5.
SC.7.N.1.6.
Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
20
Suggested Titles for Florida
Science State
Standard SC.7.N.1.6.
SC.7.N.1.7.
Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.
20
Suggested Titles for Florida
Science State
Standard SC.7.N.1.7.
SC.7.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.7.N.2.1.
Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
18
Suggested Titles for Florida
Science State
Standard SC.7.N.2.1.
SC.7.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example; ''theory,'' ''law,'' ''hypothesis,'' and ''model'' have very specific meanings and functions within science.
SC.7.N.3.1.
Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.
20
Suggested Titles for Florida
Science State
Standard SC.7.N.3.1.
SC.7.N.3.2.
Identify the benefits and limitations of the use of scientific models.
2
Suggested Titles for Florida
Science State
Standard SC.7.N.3.2.
FL.SC.7.E. Earth and Space Science
SC.7.E.6. Earth Structures - Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
SC.7.E.6.1.
Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.
4
Suggested Titles for Florida
Science State
Standard SC.7.E.6.1.
SC.7.E.6.2.
Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
1
Suggested Titles for Florida
Science State
Standard SC.7.E.6.2.
SC.7.E.6.3.
Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.
11
Suggested Titles for Florida
Science State
Standard SC.7.E.6.3.
SC.7.E.6.4.
Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes.
7
Suggested Titles for Florida
Science State
Standard SC.7.E.6.4.
SC.7.E.6.5.
Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building.
5
Suggested Titles for Florida
Science State
Standard SC.7.E.6.5.
SC.7.E.6.6.
Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
55
Suggested Titles for Florida
Science State
Standard SC.7.E.6.6.
SC.7.E.6.7.
Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins.
4
Suggested Titles for Florida
Science State
Standard SC.7.E.6.7.
FL.SC.7.P. Physical Science
SC.7.P.10. Forms of Energy - A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.
SC.7.P.10.1.
Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.
18
Suggested Titles for Florida
Science State
Standard SC.7.P.10.1.
SC.7.P.10.2.
Observe and explain that light can be reflected, refracted, and/or absorbed.
4
Suggested Titles for Florida
Science State
Standard SC.7.P.10.2.
SC.7.P.10.3.
Recognize that light waves, sound waves, and other waves move at different speeds in different materials.
5
Suggested Titles for Florida
Science State
Standard SC.7.P.10.3.
SC.7.P.11. Energy Transfer and Transformations - A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.
SC.7.P.11.1.
Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.
10
Suggested Titles for Florida
Science State
Standard SC.7.P.11.1.
SC.7.P.11.2.
Investigate and describe the transformation of energy from one form to another.
23
Suggested Titles for Florida
Science State
Standard SC.7.P.11.2.
SC.7.P.11.3.
Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.
23
Suggested Titles for Florida
Science State
Standard SC.7.P.11.3.
SC.7.P.11.4.
Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.
4
Suggested Titles for Florida
Science State
Standard SC.7.P.11.4.
FL.SC.7.L. Life Science
SC.7.L.15. Diversity and Evolution of Living Organisms - A. The scientific theory of evolution is the organizing principle of life science. B. The scientific theory of evolution is supported by multiple forms of evidence. C. Natural Selection is a primary mechanism leading to change over time in organisms.
SC.7.L.15.1.
Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
14
Suggested Titles for Florida
Science State
Standard SC.7.L.15.1.
SC.7.L.15.2.
Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
25
Suggested Titles for Florida
Science State
Standard SC.7.L.15.2.
SC.7.L.15.3.
Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
13
Suggested Titles for Florida
Science State
Standard SC.7.L.15.3.
SC.7.L.16. Heredity and Reproduction - A. Reproduction is characteristic of living things and is essential for the survival of species. B. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. C. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms.
SC.7.L.16.1.
Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
22
Suggested Titles for Florida
Science State
Standard SC.7.L.16.1.
SC.7.L.16.2.
Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.
11
Suggested Titles for Florida
Science State
Standard SC.7.L.16.2.
SC.7.L.16.3.
Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.
5
Suggested Titles for Florida
Science State
Standard SC.7.L.16.3.
SC.7.L.16.4.
Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.
5
Suggested Titles for Florida
Science State
Standard SC.7.L.16.4.
SC.7.L.17. Interdependence - A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers.
SC.7.L.17.1.
Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
4
Suggested Titles for Florida
Science State
Standard SC.7.L.17.1.
SC.7.L.17.2.
Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
19
Suggested Titles for Florida
Science State
Standard SC.7.L.17.2.
SC.7.L.17.3.
Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
19
Suggested Titles for Florida
Science State
Standard SC.7.L.17.3.
FL.SC.8.N. Nature of Science
SC.8.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.8.N.1.1.
Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
3
Suggested Titles for Florida
Science State
Standard SC.8.N.1.1.
SC.8.N.1.2.
Design and conduct a study using repeated trials and replication.
3
Suggested Titles for Florida
Science State
Standard SC.8.N.1.2.
SC.8.N.1.3.
Use phrases such as ''results support'' or ''fail to support'' in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
3
Suggested Titles for Florida
Science State
Standard SC.8.N.1.3.
SC.8.N.1.4.
Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
3
Suggested Titles for Florida
Science State
Standard SC.8.N.1.4.
SC.8.N.1.5.
Analyze the methods used to develop a scientific explanation as seen in different fields of science.
3
Suggested Titles for Florida
Science State
Standard SC.8.N.1.5.
SC.8.N.1.6.
Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
3
Suggested Titles for Florida
Science State
Standard SC.8.N.1.6.
SC.8.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.8.N.2.1.
Distinguish between scientific and pseudoscientific ideas.
2
Suggested Titles for Florida
Science State
Standard SC.8.N.2.1.
SC.8.N.2.2.
Discuss what characterizes science and its methods.
3
Suggested Titles for Florida
Science State
Standard SC.8.N.2.2.
SC.8.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example; ''theory,'' ''law,'' ''hypothesis,'' and ''model'' have very specific meanings and functions within science.
SC.8.N.3.1. Select models useful in relating the results of their own investigations. SC.8.N.3.2 Explain why theories may be modified but are rarely discarded.
SC.8.N.4. Science and Society - As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
SC.8.N.4.1.
Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
43
Suggested Titles for Florida
Science State
Standard SC.8.N.4.1.
SC.8.N.4.2.
Explain how political, social, and economic concerns can affect science, and vice versa.
43
Suggested Titles for Florida
Science State
Standard SC.8.N.4.2.
FL.SC.8.E. Earth and Space Science
SC.8.E.5. Earth in Space and Time - The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
SC.8.E.5.1.
Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.
27
Suggested Titles for Florida
Science State
Standard SC.8.E.5.1.
SC.8.E.5.2.
Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars.
9
Suggested Titles for Florida
Science State
Standard SC.8.E.5.2.
SC.8.E.5.3.
Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
19
Suggested Titles for Florida
Science State
Standard SC.8.E.5.3.
SC.8.E.5.4.
Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions.
17
Suggested Titles for Florida
Science State
Standard SC.8.E.5.4.
SC.8.E.5.5.
Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness).
4
Suggested Titles for Florida
Science State
Standard SC.8.E.5.5.
SC.8.E.5.6.
Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.
7
Suggested Titles for Florida
Science State
Standard SC.8.E.5.6.
SC.8.E.5.7.
Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
16
Suggested Titles for Florida
Science State
Standard SC.8.E.5.7.
SC.8.E.5.8.
Compare various historical models of the Solar System, including geocentric and heliocentric.
15
Suggested Titles for Florida
Science State
Standard SC.8.E.5.8.
SC.8.E.5.9.
Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
6
Suggested Titles for Florida
Science State
Standard SC.8.E.5.9.
SC.8.E.5.10.
Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.
24
Suggested Titles for Florida
Science State
Standard SC.8.E.5.10.
SC.8.E.5.11.
Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs.
2
Suggested Titles for Florida
Science State
Standard SC.8.E.5.11.
SC.8.E.5.12.
Summarize the effects of space exploration on the economy and culture of Florida.
13
Suggested Titles for Florida
Science State
Standard SC.8.E.5.12.
FL.SC.8.P. Physical Science
SC.8.P.8. Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or ''stuff'') in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of ''weight'' is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
SC.8.P.8.1.
Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases.
5
Suggested Titles for Florida
Science State
Standard SC.8.P.8.1.
SC.8.P.8.2.
Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass.
5
Suggested Titles for Florida
Science State
Standard SC.8.P.8.2.
SC.8.P.8.3.
Explore and describe the densities of various materials through measurement of their masses and volumes.
27
Suggested Titles for Florida
Science State
Standard SC.8.P.8.3.
SC.8.P.8.4.
Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.
22
Suggested Titles for Florida
Science State
Standard SC.8.P.8.4.
SC.8.P.8.5.
Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter.
12
Suggested Titles for Florida
Science State
Standard SC.8.P.8.5.
SC.8.P.8.6.
Recognize that elements are grouped in the periodic table according to similarities of their properties.
12
Suggested Titles for Florida
Science State
Standard SC.8.P.8.6.
SC.8.P.8.7.
Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons).
4
Suggested Titles for Florida
Science State
Standard SC.8.P.8.7.
SC.8.P.8.8.
Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
6
Suggested Titles for Florida
Science State
Standard SC.8.P.8.8.
SC.8.P.8.9.
Distinguish among mixtures (including solutions) and pure substances.
6
Suggested Titles for Florida
Science State
Standard SC.8.P.8.9.
SC.8.P.9. Changes in Matter - A. Matter can undergo a variety of changes. B. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties.
SC.8.P.9.1.
Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.
25
Suggested Titles for Florida
Science State
Standard SC.8.P.9.1.
SC.8.P.9.2.
Differentiate between physical changes and chemical changes.
25
Suggested Titles for Florida
Science State
Standard SC.8.P.9.2.
SC.8.P.9.3.
Investigate and describe how temperature influences chemical changes.
25
Suggested Titles for Florida
Science State
Standard SC.8.P.9.3.
FL.SC.8.L. Life Science
SC.8.L.18. Matter and Energy Transformations - A. Living things all share basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). C. Matter and energy are recycled through cycles such as the carbon cycle.
SC.8.L.18.1.
Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
16
Suggested Titles for Florida
Science State
Standard SC.8.L.18.1.
SC.8.L.18.2.
Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide.
16
Suggested Titles for Florida
Science State
Standard SC.8.L.18.2.
SC.8.L.18.3.
Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.
5
Suggested Titles for Florida
Science State
Standard SC.8.L.18.3.
SC.8.L.18.4.
Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
4
Suggested Titles for Florida
Science State
Standard SC.8.L.18.4.
FL.SC.912.N. Nature of Science
SC.912.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.912.N.1.1. Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
SC.912.N.1.1.1. Pose questions about the natural world
SC.912.N.1.1.2. Conduct systematic observations
SC.912.N.1.1.3. Examine books and other sources of information to see what is already known
SC.912.N.1.1.4. Review what is known in light of empirical evidence
SC.912.N.1.1.5. Plan investigations
SC.912.N.1.1.6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)
SC.912.N.1.1.7. Pose answers, explanations, or descriptions of events
SC.912.N.1.1.8. Generate explanations that explicate or describe natural phenomena (inferences)
SC.912.N.1.1.9. Use appropriate evidence and reasoning to justify these explanations to others
SC.912.N.1.1.10. Communicate results of scientific investigations, and
SC.912.N.1.1.11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.2. Describe and explain what characterizes science and its methods.
SC.912.N.1.3. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4. Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5. Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.N.1.6. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.1.7. Recognize the role of creativity in constructing scientific questions, methods and explanations.
SC.912.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.912.N.2.1. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
SC.912.N.2.2. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
SC.912.N.2.3. Identify examples of pseudoscience (such as astrology, phrenology) in society.
SC.912.N.2.4. Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
SC.912.N.2.5. Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.
SC.912.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example: ''theory,'' ''law,'' ''hypothesis'' and ''model'' have very specific meanings and functions within science.
SC.912.N.3.1. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.N.3.2. Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.
SC.912.N.3.3. Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.
SC.912.N.3.4. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.
SC.912.N.3.5. Describe the function of models in science, and identify the wide range of models used in science.
SC.912.N.4. Science and Society - As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
SC.912.N.4.1. Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
SC.912.N.4.2. Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
FL.SC.912.E. Earth and Space Science
SC.912.E.5. Earth in Space and Time - The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind's need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
SC.912.E.5.1. Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.
SC.912.E.5.2. Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
SC.912.E.5.3. Describe and predict how the initial mass of a star determines its evolution.
SC.912.E.5.4. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
SC.912.E.5.5. Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems.
SC.912.E.5.6. Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.
SC.912.E.5.7. Relate the history of and explain the justification for future space exploration and continuing technology development.
SC.912.E.5.8. Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.
SC.912.E.5.9. Analyze the broad effects of space exploration on the economy and culture of Florida.
SC.912.E.5.10. Describe and apply the coordinate system used to locate objects in the sky.
SC.912.E.5.11. Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.
SC.912.E.6. Earth Structures - The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
SC.912.E.6.1. Describe and differentiate the layers of Earth and the interactions among them.
SC.912.E.6.2. Connect surface features to surface processes that are responsible for their formation.
SC.912.E.6.3. Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
SC.912.E.6.4. Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
SC.912.E.6.5. Describe the geologic development of the present day oceans and identify commonly found features.
SC.912.E.6.6. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.E.7. Earth Systems and Patterns - The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.912.E.7.1. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
SC.912.E.7.2. Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator.
SC.912.E.7.3. Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.E.7.4. Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
SC.912.E.7.5. Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6. Relate the formation of severe weather to the various physical factors.
SC.912.E.7.7. Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
SC.912.E.7.8. Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
SC.912.E.7.9. Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
FL.SC.912.P. Physical Science
SC.912.P.8. Matter - A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles. B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds. C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction. D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
SC.912.P.8.1. Differentiate among the four states of matter.
SC.912.P.8.2. Differentiate between physical and chemical properties and physical and chemical changes of matter.
SC.912.P.8.3. Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.
SC.912.P.8.4. Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.
SC.912.P.8.5. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
SC.912.P.8.6. Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and Van Der Waals forces.
SC.912.P.8.7. Interpret formula representations of molecules and compounds in terms of composition and structure.
SC.912.P.8.8. Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.
SC.912.P.8.9. Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.
SC.912.P.8.10. Describe oxidation-reduction reactions in living and non-living systems.
SC.912.P.8.11. Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.
SC.912.P.8.12. Describe the properties of the carbon atom that make the diversity of carbon compounds possible.
SC.912.P.8.13. Identify selected functional groups and relate how they contribute to properties of carbon compounds.
SC.912.P.10. Energy - A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc 2 . B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy. D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.
SC.912.P.10.1. Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
SC.912.P.10.2. Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
SC.912.P.10.3. Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.4. Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
SC.912.P.10.5. Relate temperature to the average molecular kinetic energy.
SC.912.P.10.6. Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum.
SC.912.P.10.7. Distinguish between endothermic and exothermic chemical processes.
SC.912.P.10.8. Explain entropy's role in determining the efficiency of processes that convert energy to work.
SC.912.P.10.9. Describe the quantization of energy at the atomic level.
SC.912.P.10.10. Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
SC.912.P.10.11. Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.
SC.912.P.10.12. Differentiate between chemical and nuclear reactions.
SC.912.P.10.13. Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy.
SC.912.P.10.14. Differentiate among conductors, semiconductors, and insulators.
SC.912.P.10.15. Investigate and explain the relationships among current, voltage, resistance, and power.
SC.912.P.10.16. Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.
SC.912.P.10.17. Explore the theory of electromagnetism by explaining electromagnetic waves in terms of oscillating electric and magnetic fields.
SC.912.P.10.18. Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
SC.912.P.10.19. Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.
SC.912.P.10.20. Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another.
SC.912.P.10.21. Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver.
SC.912.P.10.22. Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors.
SC.912.P.12. Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position. D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory. E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.
SC.912.P.12.1. Distinguish between scalar and vector quantities and assess which should be used to describe an event.
SC.912.P.12.2. Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
SC.912.P.12.3. Interpret and apply Newton's three laws of motion.
SC.912.P.12.4. Describe how the gravitational force between two objects depends on their masses and the distance between them.
SC.912.P.12.5. Apply the law of conservation of linear momentum to interactions, such as collisions between objects.
SC.912.P.12.6. Qualitatively apply the concept of angular momentum.
SC.912.P.12.7. Recognize that nothing travels faster than the speed of light in a vacuum which is the same for all observers no matter how they or the light source are moving.
SC.912.P.12.8. Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light.
SC.912.P.12.9. Recognize that time, length, and energy depend on the frame of reference.
SC.912.P.12.10. Interpret the behavior of ideal gases in terms of kinetic molecular theory.
SC.912.P.12.11. Describe phase transitions in terms of kinetic molecular theory.
SC.912.P.12.12. Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.
SC.912.P.12.13. Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.
FL.SC.912.L. Life Science
SC.912.L.14. Organization and Development of Living Organisms - A. Cells have characteristic structures and functions that make them distinctive. B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.
SC.912.L.14.1. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
SC.912.L.14.2. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
SC.912.L.14.3. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.14.4. Compare and contrast structure and function of various types of microscopes.
SC.912.L.14.5. Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis).
SC.912.L.14.6. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
SC.912.L.14.7. Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.14.8. Explain alternation of generations in plants.
SC.912.L.14.9. Relate the major structure of fungi to their functions.
SC.912.L.14.10. Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.14.11. Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue.
SC.912.L.14.12. Describe the anatomy and histology of bone tissue.
SC.912.L.14.13. Distinguish between bones of the axial skeleton and the appendicular skeleton.
SC.912.L.14.14. Identify the major bones of the axial and appendicular skeleton.
SC.912.L.14.15. Identify major markings (such as foramina, fossae, tubercles, etc.) on a skeleton. Explain why these markings are important.
SC.912.L.14.16. Describe the anatomy and histology, including ultra structure, of muscle tissue.
SC.912.L.14.17. List the steps involved in the sliding filament of muscle contraction.
SC.912.L.14.18. Describe signal transmission across a myoneural junction.
SC.912.L.14.19. Explain the physiology of skeletal muscle.
SC.912.L.14.20. Identify the major muscles of the human on a model or diagram.
SC.912.L.14.21. Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.
SC.912.L.14.22. Describe the physiology of nerve conduction, including the generator potential, action potential, and the synapse.
SC.912.L.14.23. Identify the parts of a reflex arc.
SC.912.L.14.24. Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.
SC.912.L.14.25. Identify the major parts of a cross section through the spinal cord.
SC.912.L.14.26. Identify the major parts of the brain on diagrams or models.
SC.912.L.14.27. Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum.
SC.912.L.14.28. Identify the major functions of the spinal cord.
SC.912.L.14.29. Define the terms endocrine and exocrine.
SC.912.L.14.30. Compare endocrine and neural controls of physiology.
SC.912.L.14.31. Describe the physiology of hormones including the different types and the mechanisms of their action.
SC.912.L.14.32. Describe the anatomy and physiology of the endocrine system.
SC.912.L.14.33. Describe the basic anatomy and physiology of the reproductive system.
SC.912.L.14.34. Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.35. Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions.
SC.912.L.14.36. Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.37. Explain the components of an electrocardiogram.
SC.912.L.14.38. Describe normal heart sounds and what they mean.
SC.912.L.14.39. Describe hypertension and some of the factors that produce it.
SC.912.L.14.40. Describe the histology of the major arteries and veins of systemic, pulmonary, hepatic portal, and coronary circulation.
SC.912.L.14.41. Describe fetal circulation and changes that occur to the circulatory system at birth.
SC.912.L.14.42. Describe the anatomy and the physiology of the lymph system.
SC.912.L.14.43. Describe the histology of the respiratory system.
SC.912.L.14.44. Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation.
SC.912.L.14.45. Describe the histology of the alimentary canal and its associated accessory organs.
SC.912.L.14.46. Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.
SC.912.L.14.47. Describe the physiology of urine formation by the kidney.
SC.912.L.14.48. Describe the anatomy, histology, and physiology of the ureters, the urinary bladder and the urethra.
SC.912.L.14.49. Identify the major functions associated with the sympathetic and parasympathetic nervous systems.
SC.912.L.14.50. Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems.
SC.912.L.14.51. Describe the function of the vertebrate integumentary system.
SC.912.L.14.52. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
SC.912.L.14.53. Discuss basic classification and characteristics of plants. Identify bryophytes, pteridophytes, gymnosperms, and angiosperms.
SC.912.L.15. Diversity and Evolution of Living Organisms - A. The scientific theory of evolution is the fundamental concept underlying all of biology. B. The scientific theory of evolution is supported by multiple forms of scientific evidence. C. Organisms are classified based on their evolutionary history. D. Natural selection is a primary mechanism leading to evolutionary change.
SC.912.L.15.1. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.2. Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.
SC.912.L.15.3. Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.
SC.912.L.15.4. Describe how and why organisms are hierarchically classified and based on evolutionary relationships.
SC.912.L.15.5. Explain the reasons for changes in how organisms are classified.
SC.912.L.15.6. Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
SC.912.L.15.7. Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.15.8. Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.9. Explain the role of reproductive isolation in the process of speciation.
SC.912.L.15.10. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.11. Discuss specific fossil hominids and what they show about human evolution.
SC.912.L.15.12. List the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes.
SC.912.L.15.13. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.15.14. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
SC.912.L.15.15. Describe how mutation and genetic recombination increase genetic variation.
SC.912.L.16. Heredity and Reproduction - A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. D. Reproduction is characteristic of living things and is essential for the survival of species.
SC.912.L.16.1. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
SC.912.L.16.2. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.
SC.912.L.16.3. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.
SC.912.L.16.4. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
SC.912.L.16.5. Explain the basic processes of transcription and translation, and how they result in the expression of genes.
SC.912.L.16.6. Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.
SC.912.L.16.7. Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.
SC.912.L.16.8. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
SC.912.L.16.9. Explain how and why the genetic code is universal and is common to almost all organisms.
SC.912.L.16.10. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SC.912.L.16.11. Discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis.
SC.912.L.16.12. Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).
SC.912.L.16.13. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
SC.912.L.16.14. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.
SC.912.L.16.15. Compare and contrast binary fission and mitotic cell division.
SC.912.L.16.16. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.
SC.912.L.16.17. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.
SC.912.L.17. Interdependence - A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.
SC.912.L.17.1. Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.
SC.912.L.17.2. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.3. Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.
SC.912.L.17.4. Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.5. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.6. Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7. Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
SC.912.L.17.8. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
SC.912.L.17.10. Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
SC.912.L.17.11. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12. Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13. Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.14. Assess the need for adequate waste management strategies.
SC.912.L.17.15. Discuss the effects of technology on environmental quality.
SC.912.L.17.16. Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.17. Assess the effectiveness of innovative methods of protecting the environment.
SC.912.L.17.18. Describe how human population size and resource use relate to environmental quality.
SC.912.L.17.19. Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.18. Matter and Energy Transformations - A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. D. The unique chemical properties of carbon and water make life on Earth possible.
SC.912.L.18.1. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
SC.912.L.18.2. Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.3. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes.
SC.912.L.18.4. Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.
SC.912.L.18.5. Discuss the use of chemiosmotic gradients for ATP production in chloroplasts and mitochondria.
SC.912.L.18.6. Discuss the role of anaerobic respiration in living things and in human society.
SC.912.L.18.7. Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.9. Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.10. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
SC.912.L.18.11. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
FL.SC.912.N. Nature of Science
SC.912.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.912.N.1.1. Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
SC.912.N.1.1.1. Pose questions about the natural world
SC.912.N.1.1.2. Conduct systematic observations
SC.912.N.1.1.3. Examine books and other sources of information to see what is already known
SC.912.N.1.1.4. Review what is known in light of empirical evidence
SC.912.N.1.1.5. Plan investigations
SC.912.N.1.1.6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)
SC.912.N.1.1.7. Pose answers, explanations, or descriptions of events
SC.912.N.1.1.8. Generate explanations that explicate or describe natural phenomena (inferences)
SC.912.N.1.1.9. Use appropriate evidence and reasoning to justify these explanations to others
SC.912.N.1.1.10. Communicate results of scientific investigations, and
SC.912.N.1.1.11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.2. Describe and explain what characterizes science and its methods.
SC.912.N.1.3. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4. Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5. Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.N.1.6. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.1.7. Recognize the role of creativity in constructing scientific questions, methods and explanations.
SC.912.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.912.N.2.1. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
SC.912.N.2.2. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
SC.912.N.2.3. Identify examples of pseudoscience (such as astrology, phrenology) in society.
SC.912.N.2.4. Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
SC.912.N.2.5. Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.
SC.912.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example: ''theory,'' ''law,'' ''hypothesis'' and ''model'' have very specific meanings and functions within science.
SC.912.N.3.1. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.N.3.2. Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.
SC.912.N.3.3. Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.
SC.912.N.3.4. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.
SC.912.N.3.5. Describe the function of models in science, and identify the wide range of models used in science.
SC.912.N.4. Science and Society - As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
SC.912.N.4.1. Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
SC.912.N.4.2. Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
FL.SC.912.E. Earth and Space Science
SC.912.E.5. Earth in Space and Time - The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind's need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
SC.912.E.5.1. Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.
SC.912.E.5.2. Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
SC.912.E.5.3. Describe and predict how the initial mass of a star determines its evolution.
SC.912.E.5.4. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
SC.912.E.5.5. Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems.
SC.912.E.5.6. Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.
SC.912.E.5.7. Relate the history of and explain the justification for future space exploration and continuing technology development.
SC.912.E.5.8. Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.
SC.912.E.5.9. Analyze the broad effects of space exploration on the economy and culture of Florida.
SC.912.E.5.10. Describe and apply the coordinate system used to locate objects in the sky.
SC.912.E.5.11. Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.
SC.912.E.6. Earth Structures - The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
SC.912.E.6.1. Describe and differentiate the layers of Earth and the interactions among them.
SC.912.E.6.2. Connect surface features to surface processes that are responsible for their formation.
SC.912.E.6.3. Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
SC.912.E.6.4. Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
SC.912.E.6.5. Describe the geologic development of the present day oceans and identify commonly found features.
SC.912.E.6.6. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.E.7. Earth Systems and Patterns - The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.912.E.7.1. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
SC.912.E.7.2. Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator.
SC.912.E.7.3. Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.E.7.4. Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
SC.912.E.7.5. Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6. Relate the formation of severe weather to the various physical factors.
SC.912.E.7.7. Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
SC.912.E.7.8. Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
SC.912.E.7.9. Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
FL.SC.912.P. Physical Science
SC.912.P.8. Matter - A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles. B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds. C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction. D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
SC.912.P.8.1. Differentiate among the four states of matter.
SC.912.P.8.2. Differentiate between physical and chemical properties and physical and chemical changes of matter.
SC.912.P.8.3. Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.
SC.912.P.8.4. Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.
SC.912.P.8.5. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
SC.912.P.8.6. Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and Van Der Waals forces.
SC.912.P.8.7. Interpret formula representations of molecules and compounds in terms of composition and structure.
SC.912.P.8.8. Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.
SC.912.P.8.9. Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.
SC.912.P.8.10. Describe oxidation-reduction reactions in living and non-living systems.
SC.912.P.8.11. Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.
SC.912.P.8.12. Describe the properties of the carbon atom that make the diversity of carbon compounds possible.
SC.912.P.8.13. Identify selected functional groups and relate how they contribute to properties of carbon compounds.
SC.912.P.10. Energy - A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc 2 . B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy. D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.
SC.912.P.10.1. Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
SC.912.P.10.2. Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
SC.912.P.10.3. Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.4. Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
SC.912.P.10.5. Relate temperature to the average molecular kinetic energy.
SC.912.P.10.6. Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum.
SC.912.P.10.7. Distinguish between endothermic and exothermic chemical processes.
SC.912.P.10.8. Explain entropy's role in determining the efficiency of processes that convert energy to work.
SC.912.P.10.9. Describe the quantization of energy at the atomic level.
SC.912.P.10.10. Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
SC.912.P.10.11. Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.
SC.912.P.10.12. Differentiate between chemical and nuclear reactions.
SC.912.P.10.13. Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy.
SC.912.P.10.14. Differentiate among conductors, semiconductors, and insulators.
SC.912.P.10.15. Investigate and explain the relationships among current, voltage, resistance, and power.
SC.912.P.10.16. Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.
SC.912.P.10.17. Explore the theory of electromagnetism by explaining electromagnetic waves in terms of oscillating electric and magnetic fields.
SC.912.P.10.18. Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
SC.912.P.10.19. Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.
SC.912.P.10.20. Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another.
SC.912.P.10.21. Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver.
SC.912.P.10.22. Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors.
SC.912.P.12. Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position. D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory. E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.
SC.912.P.12.1. Distinguish between scalar and vector quantities and assess which should be used to describe an event.
SC.912.P.12.2. Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
SC.912.P.12.3. Interpret and apply Newton's three laws of motion.
SC.912.P.12.4. Describe how the gravitational force between two objects depends on their masses and the distance between them.
SC.912.P.12.5. Apply the law of conservation of linear momentum to interactions, such as collisions between objects.
SC.912.P.12.6. Qualitatively apply the concept of angular momentum.
SC.912.P.12.7. Recognize that nothing travels faster than the speed of light in a vacuum which is the same for all observers no matter how they or the light source are moving.
SC.912.P.12.8. Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light.
SC.912.P.12.9. Recognize that time, length, and energy depend on the frame of reference.
SC.912.P.12.10. Interpret the behavior of ideal gases in terms of kinetic molecular theory.
SC.912.P.12.11. Describe phase transitions in terms of kinetic molecular theory.
SC.912.P.12.12. Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.
SC.912.P.12.13. Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.
FL.SC.912.L. Life Science
SC.912.L.14. Organization and Development of Living Organisms - A. Cells have characteristic structures and functions that make them distinctive. B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.
SC.912.L.14.1. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
SC.912.L.14.2. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
SC.912.L.14.3. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.14.4. Compare and contrast structure and function of various types of microscopes.
SC.912.L.14.5. Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis).
SC.912.L.14.6. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
SC.912.L.14.7. Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.14.8. Explain alternation of generations in plants.
SC.912.L.14.9. Relate the major structure of fungi to their functions.
SC.912.L.14.10. Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.14.11. Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue.
SC.912.L.14.12. Describe the anatomy and histology of bone tissue.
SC.912.L.14.13. Distinguish between bones of the axial skeleton and the appendicular skeleton.
SC.912.L.14.14. Identify the major bones of the axial and appendicular skeleton.
SC.912.L.14.15. Identify major markings (such as foramina, fossae, tubercles, etc.) on a skeleton. Explain why these markings are important.
SC.912.L.14.16. Describe the anatomy and histology, including ultra structure, of muscle tissue.
SC.912.L.14.17. List the steps involved in the sliding filament of muscle contraction.
SC.912.L.14.18. Describe signal transmission across a myoneural junction.
SC.912.L.14.19. Explain the physiology of skeletal muscle.
SC.912.L.14.20. Identify the major muscles of the human on a model or diagram.
SC.912.L.14.21. Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.
SC.912.L.14.22. Describe the physiology of nerve conduction, including the generator potential, action potential, and the synapse.
SC.912.L.14.23. Identify the parts of a reflex arc.
SC.912.L.14.24. Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.
SC.912.L.14.25. Identify the major parts of a cross section through the spinal cord.
SC.912.L.14.26. Identify the major parts of the brain on diagrams or models.
SC.912.L.14.27. Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum.
SC.912.L.14.28. Identify the major functions of the spinal cord.
SC.912.L.14.29. Define the terms endocrine and exocrine.
SC.912.L.14.30. Compare endocrine and neural controls of physiology.
SC.912.L.14.31. Describe the physiology of hormones including the different types and the mechanisms of their action.
SC.912.L.14.32. Describe the anatomy and physiology of the endocrine system.
SC.912.L.14.33. Describe the basic anatomy and physiology of the reproductive system.
SC.912.L.14.34. Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.35. Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions.
SC.912.L.14.36. Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.37. Explain the components of an electrocardiogram.
SC.912.L.14.38. Describe normal heart sounds and what they mean.
SC.912.L.14.39. Describe hypertension and some of the factors that produce it.
SC.912.L.14.40. Describe the histology of the major arteries and veins of systemic, pulmonary, hepatic portal, and coronary circulation.
SC.912.L.14.41. Describe fetal circulation and changes that occur to the circulatory system at birth.
SC.912.L.14.42. Describe the anatomy and the physiology of the lymph system.
SC.912.L.14.43. Describe the histology of the respiratory system.
SC.912.L.14.44. Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation.
SC.912.L.14.45. Describe the histology of the alimentary canal and its associated accessory organs.
SC.912.L.14.46. Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.
SC.912.L.14.47. Describe the physiology of urine formation by the kidney.
SC.912.L.14.48. Describe the anatomy, histology, and physiology of the ureters, the urinary bladder and the urethra.
SC.912.L.14.49. Identify the major functions associated with the sympathetic and parasympathetic nervous systems.
SC.912.L.14.50. Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems.
SC.912.L.14.51. Describe the function of the vertebrate integumentary system.
SC.912.L.14.52. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
SC.912.L.14.53. Discuss basic classification and characteristics of plants. Identify bryophytes, pteridophytes, gymnosperms, and angiosperms.
SC.912.L.15. Diversity and Evolution of Living Organisms - A. The scientific theory of evolution is the fundamental concept underlying all of biology. B. The scientific theory of evolution is supported by multiple forms of scientific evidence. C. Organisms are classified based on their evolutionary history. D. Natural selection is a primary mechanism leading to evolutionary change.
SC.912.L.15.1. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.2. Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.
SC.912.L.15.3. Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.
SC.912.L.15.4. Describe how and why organisms are hierarchically classified and based on evolutionary relationships.
SC.912.L.15.5. Explain the reasons for changes in how organisms are classified.
SC.912.L.15.6. Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
SC.912.L.15.7. Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.15.8. Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.9. Explain the role of reproductive isolation in the process of speciation.
SC.912.L.15.10. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.11. Discuss specific fossil hominids and what they show about human evolution.
SC.912.L.15.12. List the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes.
SC.912.L.15.13. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.15.14. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
SC.912.L.15.15. Describe how mutation and genetic recombination increase genetic variation.
SC.912.L.16. Heredity and Reproduction - A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. D. Reproduction is characteristic of living things and is essential for the survival of species.
SC.912.L.16.1. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
SC.912.L.16.2. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.
SC.912.L.16.3. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.
SC.912.L.16.4. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
SC.912.L.16.5. Explain the basic processes of transcription and translation, and how they result in the expression of genes.
SC.912.L.16.6. Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.
SC.912.L.16.7. Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.
SC.912.L.16.8. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
SC.912.L.16.9. Explain how and why the genetic code is universal and is common to almost all organisms.
SC.912.L.16.10. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SC.912.L.16.11. Discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis.
SC.912.L.16.12. Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).
SC.912.L.16.13. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
SC.912.L.16.14. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.
SC.912.L.16.15. Compare and contrast binary fission and mitotic cell division.
SC.912.L.16.16. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.
SC.912.L.16.17. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.
SC.912.L.17. Interdependence - A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.
SC.912.L.17.1. Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.
SC.912.L.17.2. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.3. Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.
SC.912.L.17.4. Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.5. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.6. Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7. Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
SC.912.L.17.8. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
SC.912.L.17.10. Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
SC.912.L.17.11. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12. Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13. Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.14. Assess the need for adequate waste management strategies.
SC.912.L.17.15. Discuss the effects of technology on environmental quality.
SC.912.L.17.16. Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.17. Assess the effectiveness of innovative methods of protecting the environment.
SC.912.L.17.18. Describe how human population size and resource use relate to environmental quality.
SC.912.L.17.19. Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.18. Matter and Energy Transformations - A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. D. The unique chemical properties of carbon and water make life on Earth possible.
SC.912.L.18.1. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
SC.912.L.18.2. Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.3. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes.
SC.912.L.18.4. Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.
SC.912.L.18.5. Discuss the use of chemiosmotic gradients for ATP production in chloroplasts and mitochondria.
SC.912.L.18.6. Discuss the role of anaerobic respiration in living things and in human society.
SC.912.L.18.7. Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.9. Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.10. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
SC.912.L.18.11. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
FL.SC.912.N. Nature of Science
SC.912.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.912.N.1.1. Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
SC.912.N.1.1.1. Pose questions about the natural world
SC.912.N.1.1.2. Conduct systematic observations
SC.912.N.1.1.3. Examine books and other sources of information to see what is already known
SC.912.N.1.1.4. Review what is known in light of empirical evidence
SC.912.N.1.1.5. Plan investigations
SC.912.N.1.1.6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)
SC.912.N.1.1.7. Pose answers, explanations, or descriptions of events
SC.912.N.1.1.8. Generate explanations that explicate or describe natural phenomena (inferences)
SC.912.N.1.1.9. Use appropriate evidence and reasoning to justify these explanations to others
SC.912.N.1.1.10. Communicate results of scientific investigations, and
SC.912.N.1.1.11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.2. Describe and explain what characterizes science and its methods.
SC.912.N.1.3. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4. Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5. Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.N.1.6. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.1.7. Recognize the role of creativity in constructing scientific questions, methods and explanations.
SC.912.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.912.N.2.1. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
SC.912.N.2.2. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
SC.912.N.2.3. Identify examples of pseudoscience (such as astrology, phrenology) in society.
SC.912.N.2.4. Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
SC.912.N.2.5. Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.
SC.912.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example: ''theory,'' ''law,'' ''hypothesis'' and ''model'' have very specific meanings and functions within science.
SC.912.N.3.1. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.N.3.2. Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.
SC.912.N.3.3. Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.
SC.912.N.3.4. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.
SC.912.N.3.5. Describe the function of models in science, and identify the wide range of models used in science.
SC.912.N.4. Science and Society - As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
SC.912.N.4.1. Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
SC.912.N.4.2. Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
FL.SC.912.E. Earth and Space Science
SC.912.E.5. Earth in Space and Time - The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind's need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
SC.912.E.5.1. Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.
SC.912.E.5.2. Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
SC.912.E.5.3. Describe and predict how the initial mass of a star determines its evolution.
SC.912.E.5.4. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
SC.912.E.5.5. Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems.
SC.912.E.5.6. Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.
SC.912.E.5.7. Relate the history of and explain the justification for future space exploration and continuing technology development.
SC.912.E.5.8. Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.
SC.912.E.5.9. Analyze the broad effects of space exploration on the economy and culture of Florida.
SC.912.E.5.10. Describe and apply the coordinate system used to locate objects in the sky.
SC.912.E.5.11. Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.
SC.912.E.6. Earth Structures - The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
SC.912.E.6.1. Describe and differentiate the layers of Earth and the interactions among them.
SC.912.E.6.2. Connect surface features to surface processes that are responsible for their formation.
SC.912.E.6.3. Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
SC.912.E.6.4. Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
SC.912.E.6.5. Describe the geologic development of the present day oceans and identify commonly found features.
SC.912.E.6.6. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.E.7. Earth Systems and Patterns - The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.912.E.7.1. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
SC.912.E.7.2. Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator.
SC.912.E.7.3. Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.E.7.4. Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
SC.912.E.7.5. Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6. Relate the formation of severe weather to the various physical factors.
SC.912.E.7.7. Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
SC.912.E.7.8. Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
SC.912.E.7.9. Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
FL.SC.912.P. Physical Science
SC.912.P.8. Matter - A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles. B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds. C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction. D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
SC.912.P.8.1. Differentiate among the four states of matter.
SC.912.P.8.2. Differentiate between physical and chemical properties and physical and chemical changes of matter.
SC.912.P.8.3. Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.
SC.912.P.8.4. Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.
SC.912.P.8.5. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
SC.912.P.8.6. Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and Van Der Waals forces.
SC.912.P.8.7. Interpret formula representations of molecules and compounds in terms of composition and structure.
SC.912.P.8.8. Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.
SC.912.P.8.9. Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.
SC.912.P.8.10. Describe oxidation-reduction reactions in living and non-living systems.
SC.912.P.8.11. Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.
SC.912.P.8.12. Describe the properties of the carbon atom that make the diversity of carbon compounds possible.
SC.912.P.8.13. Identify selected functional groups and relate how they contribute to properties of carbon compounds.
SC.912.P.10. Energy - A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc 2 . B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy. D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.
SC.912.P.10.1. Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
SC.912.P.10.2. Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
SC.912.P.10.3. Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.4. Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
SC.912.P.10.5. Relate temperature to the average molecular kinetic energy.
SC.912.P.10.6. Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum.
SC.912.P.10.7. Distinguish between endothermic and exothermic chemical processes.
SC.912.P.10.8. Explain entropy's role in determining the efficiency of processes that convert energy to work.
SC.912.P.10.9. Describe the quantization of energy at the atomic level.
SC.912.P.10.10. Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
SC.912.P.10.11. Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.
SC.912.P.10.12. Differentiate between chemical and nuclear reactions.
SC.912.P.10.13. Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy.
SC.912.P.10.14. Differentiate among conductors, semiconductors, and insulators.
SC.912.P.10.15. Investigate and explain the relationships among current, voltage, resistance, and power.
SC.912.P.10.16. Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.
SC.912.P.10.17. Explore the theory of electromagnetism by explaining electromagnetic waves in terms of oscillating electric and magnetic fields.
SC.912.P.10.18. Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
SC.912.P.10.19. Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.
SC.912.P.10.20. Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another.
SC.912.P.10.21. Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver.
SC.912.P.10.22. Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors.
SC.912.P.12. Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position. D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory. E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.
SC.912.P.12.1. Distinguish between scalar and vector quantities and assess which should be used to describe an event.
SC.912.P.12.2. Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
SC.912.P.12.3. Interpret and apply Newton's three laws of motion.
SC.912.P.12.4. Describe how the gravitational force between two objects depends on their masses and the distance between them.
SC.912.P.12.5. Apply the law of conservation of linear momentum to interactions, such as collisions between objects.
SC.912.P.12.6. Qualitatively apply the concept of angular momentum.
SC.912.P.12.7. Recognize that nothing travels faster than the speed of light in a vacuum which is the same for all observers no matter how they or the light source are moving.
SC.912.P.12.8. Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light.
SC.912.P.12.9. Recognize that time, length, and energy depend on the frame of reference.
SC.912.P.12.10. Interpret the behavior of ideal gases in terms of kinetic molecular theory.
SC.912.P.12.11. Describe phase transitions in terms of kinetic molecular theory.
SC.912.P.12.12. Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.
SC.912.P.12.13. Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.
FL.SC.912.L. Life Science
SC.912.L.14. Organization and Development of Living Organisms - A. Cells have characteristic structures and functions that make them distinctive. B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.
SC.912.L.14.1. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
SC.912.L.14.2. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
SC.912.L.14.3. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.14.4. Compare and contrast structure and function of various types of microscopes.
SC.912.L.14.5. Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis).
SC.912.L.14.6. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
SC.912.L.14.7. Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.14.8. Explain alternation of generations in plants.
SC.912.L.14.9. Relate the major structure of fungi to their functions.
SC.912.L.14.10. Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.14.11. Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue.
SC.912.L.14.12. Describe the anatomy and histology of bone tissue.
SC.912.L.14.13. Distinguish between bones of the axial skeleton and the appendicular skeleton.
SC.912.L.14.14. Identify the major bones of the axial and appendicular skeleton.
SC.912.L.14.15. Identify major markings (such as foramina, fossae, tubercles, etc.) on a skeleton. Explain why these markings are important.
SC.912.L.14.16. Describe the anatomy and histology, including ultra structure, of muscle tissue.
SC.912.L.14.17. List the steps involved in the sliding filament of muscle contraction.
SC.912.L.14.18. Describe signal transmission across a myoneural junction.
SC.912.L.14.19. Explain the physiology of skeletal muscle.
SC.912.L.14.20. Identify the major muscles of the human on a model or diagram.
SC.912.L.14.21. Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.
SC.912.L.14.22. Describe the physiology of nerve conduction, including the generator potential, action potential, and the synapse.
SC.912.L.14.23. Identify the parts of a reflex arc.
SC.912.L.14.24. Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.
SC.912.L.14.25. Identify the major parts of a cross section through the spinal cord.
SC.912.L.14.26. Identify the major parts of the brain on diagrams or models.
SC.912.L.14.27. Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum.
SC.912.L.14.28. Identify the major functions of the spinal cord.
SC.912.L.14.29. Define the terms endocrine and exocrine.
SC.912.L.14.30. Compare endocrine and neural controls of physiology.
SC.912.L.14.31. Describe the physiology of hormones including the different types and the mechanisms of their action.
SC.912.L.14.32. Describe the anatomy and physiology of the endocrine system.
SC.912.L.14.33. Describe the basic anatomy and physiology of the reproductive system.
SC.912.L.14.34. Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.35. Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions.
SC.912.L.14.36. Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.37. Explain the components of an electrocardiogram.
SC.912.L.14.38. Describe normal heart sounds and what they mean.
SC.912.L.14.39. Describe hypertension and some of the factors that produce it.
SC.912.L.14.40. Describe the histology of the major arteries and veins of systemic, pulmonary, hepatic portal, and coronary circulation.
SC.912.L.14.41. Describe fetal circulation and changes that occur to the circulatory system at birth.
SC.912.L.14.42. Describe the anatomy and the physiology of the lymph system.
SC.912.L.14.43. Describe the histology of the respiratory system.
SC.912.L.14.44. Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation.
SC.912.L.14.45. Describe the histology of the alimentary canal and its associated accessory organs.
SC.912.L.14.46. Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.
SC.912.L.14.47. Describe the physiology of urine formation by the kidney.
SC.912.L.14.48. Describe the anatomy, histology, and physiology of the ureters, the urinary bladder and the urethra.
SC.912.L.14.49. Identify the major functions associated with the sympathetic and parasympathetic nervous systems.
SC.912.L.14.50. Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems.
SC.912.L.14.51. Describe the function of the vertebrate integumentary system.
SC.912.L.14.52. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
SC.912.L.14.53. Discuss basic classification and characteristics of plants. Identify bryophytes, pteridophytes, gymnosperms, and angiosperms.
SC.912.L.15. Diversity and Evolution of Living Organisms - A. The scientific theory of evolution is the fundamental concept underlying all of biology. B. The scientific theory of evolution is supported by multiple forms of scientific evidence. C. Organisms are classified based on their evolutionary history. D. Natural selection is a primary mechanism leading to evolutionary change.
SC.912.L.15.1. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.2. Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.
SC.912.L.15.3. Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.
SC.912.L.15.4. Describe how and why organisms are hierarchically classified and based on evolutionary relationships.
SC.912.L.15.5. Explain the reasons for changes in how organisms are classified.
SC.912.L.15.6. Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
SC.912.L.15.7. Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.15.8. Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.9. Explain the role of reproductive isolation in the process of speciation.
SC.912.L.15.10. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.11. Discuss specific fossil hominids and what they show about human evolution.
SC.912.L.15.12. List the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes.
SC.912.L.15.13. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.15.14. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
SC.912.L.15.15. Describe how mutation and genetic recombination increase genetic variation.
SC.912.L.16. Heredity and Reproduction - A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. D. Reproduction is characteristic of living things and is essential for the survival of species.
SC.912.L.16.1. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
SC.912.L.16.2. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.
SC.912.L.16.3. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.
SC.912.L.16.4. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
SC.912.L.16.5. Explain the basic processes of transcription and translation, and how they result in the expression of genes.
SC.912.L.16.6. Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.
SC.912.L.16.7. Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.
SC.912.L.16.8. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
SC.912.L.16.9. Explain how and why the genetic code is universal and is common to almost all organisms.
SC.912.L.16.10. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SC.912.L.16.11. Discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis.
SC.912.L.16.12. Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).
SC.912.L.16.13. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
SC.912.L.16.14. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.
SC.912.L.16.15. Compare and contrast binary fission and mitotic cell division.
SC.912.L.16.16. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.
SC.912.L.16.17. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.
SC.912.L.17. Interdependence - A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.
SC.912.L.17.1. Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.
SC.912.L.17.2. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.3. Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.
SC.912.L.17.4. Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.5. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.6. Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7. Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
SC.912.L.17.8. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
SC.912.L.17.10. Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
SC.912.L.17.11. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12. Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13. Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.14. Assess the need for adequate waste management strategies.
SC.912.L.17.15. Discuss the effects of technology on environmental quality.
SC.912.L.17.16. Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.17. Assess the effectiveness of innovative methods of protecting the environment.
SC.912.L.17.18. Describe how human population size and resource use relate to environmental quality.
SC.912.L.17.19. Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.18. Matter and Energy Transformations - A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. D. The unique chemical properties of carbon and water make life on Earth possible.
SC.912.L.18.1. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
SC.912.L.18.2. Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.3. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes.
SC.912.L.18.4. Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.
SC.912.L.18.5. Discuss the use of chemiosmotic gradients for ATP production in chloroplasts and mitochondria.
SC.912.L.18.6. Discuss the role of anaerobic respiration in living things and in human society.
SC.912.L.18.7. Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.9. Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.10. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
SC.912.L.18.11. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
FL.SC.912.N. Nature of Science
SC.912.N.1. The Practice of Science - A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of ''the scientific method.'' C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
SC.912.N.1.1. Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
SC.912.N.1.1.1. Pose questions about the natural world
SC.912.N.1.1.2. Conduct systematic observations
SC.912.N.1.1.3. Examine books and other sources of information to see what is already known
SC.912.N.1.1.4. Review what is known in light of empirical evidence
SC.912.N.1.1.5. Plan investigations
SC.912.N.1.1.6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)
SC.912.N.1.1.7. Pose answers, explanations, or descriptions of events
SC.912.N.1.1.8. Generate explanations that explicate or describe natural phenomena (inferences)
SC.912.N.1.1.9. Use appropriate evidence and reasoning to justify these explanations to others
SC.912.N.1.1.10. Communicate results of scientific investigations, and
SC.912.N.1.1.11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.2. Describe and explain what characterizes science and its methods.
SC.912.N.1.3. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4. Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5. Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.N.1.6. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.1.7. Recognize the role of creativity in constructing scientific questions, methods and explanations.
SC.912.N.2. The Characteristics of Scientific Knowledge - A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
SC.912.N.2.1. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
SC.912.N.2.2. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
SC.912.N.2.3. Identify examples of pseudoscience (such as astrology, phrenology) in society.
SC.912.N.2.4. Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
SC.912.N.2.5. Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.
SC.912.N.3. The Role of Theories, Laws, Hypotheses, and Models - The terms that describe examples of scientific knowledge, for example: ''theory,'' ''law,'' ''hypothesis'' and ''model'' have very specific meanings and functions within science.
SC.912.N.3.1. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.N.3.2. Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.
SC.912.N.3.3. Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.
SC.912.N.3.4. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.
SC.912.N.3.5. Describe the function of models in science, and identify the wide range of models used in science.
SC.912.N.4. Science and Society - As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.
SC.912.N.4.1. Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
SC.912.N.4.2. Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
FL.SC.912.E. Earth and Space Science
SC.912.E.5. Earth in Space and Time - The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind's need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
SC.912.E.5.1. Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.
SC.912.E.5.2. Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
SC.912.E.5.3. Describe and predict how the initial mass of a star determines its evolution.
SC.912.E.5.4. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
SC.912.E.5.5. Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems.
SC.912.E.5.6. Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.
SC.912.E.5.7. Relate the history of and explain the justification for future space exploration and continuing technology development.
SC.912.E.5.8. Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.
SC.912.E.5.9. Analyze the broad effects of space exploration on the economy and culture of Florida.
SC.912.E.5.10. Describe and apply the coordinate system used to locate objects in the sky.
SC.912.E.5.11. Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.
SC.912.E.6. Earth Structures - The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
SC.912.E.6.1. Describe and differentiate the layers of Earth and the interactions among them.
SC.912.E.6.2. Connect surface features to surface processes that are responsible for their formation.
SC.912.E.6.3. Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
SC.912.E.6.4. Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
SC.912.E.6.5. Describe the geologic development of the present day oceans and identify commonly found features.
SC.912.E.6.6. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.E.7. Earth Systems and Patterns - The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.912.E.7.1. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
SC.912.E.7.2. Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator.
SC.912.E.7.3. Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.E.7.4. Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
SC.912.E.7.5. Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6. Relate the formation of severe weather to the various physical factors.
SC.912.E.7.7. Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
SC.912.E.7.8. Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
SC.912.E.7.9. Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
FL.SC.912.P. Physical Science
SC.912.P.8. Matter - A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles. B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds. C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction. D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
SC.912.P.8.1. Differentiate among the four states of matter.
SC.912.P.8.2. Differentiate between physical and chemical properties and physical and chemical changes of matter.
SC.912.P.8.3. Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.
SC.912.P.8.4. Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom.
SC.912.P.8.5. Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
SC.912.P.8.6. Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and Van Der Waals forces.
SC.912.P.8.7. Interpret formula representations of molecules and compounds in terms of composition and structure.
SC.912.P.8.8. Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.
SC.912.P.8.9. Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.
SC.912.P.8.10. Describe oxidation-reduction reactions in living and non-living systems.
SC.912.P.8.11. Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.
SC.912.P.8.12. Describe the properties of the carbon atom that make the diversity of carbon compounds possible.
SC.912.P.8.13. Identify selected functional groups and relate how they contribute to properties of carbon compounds.
SC.912.P.10. Energy - A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc 2 . B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy. D. The theory of electromagnetism explains that electricity and magnetism are closely related. Electric charges are the source of electric fields. Moving charges generate magnetic fields. E. Waves are the propagation of a disturbance. They transport energy and momentum but do not transport matter.
SC.912.P.10.1. Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
SC.912.P.10.2. Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
SC.912.P.10.3. Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.4. Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
SC.912.P.10.5. Relate temperature to the average molecular kinetic energy.
SC.912.P.10.6. Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum.
SC.912.P.10.7. Distinguish between endothermic and exothermic chemical processes.
SC.912.P.10.8. Explain entropy's role in determining the efficiency of processes that convert energy to work.
SC.912.P.10.9. Describe the quantization of energy at the atomic level.
SC.912.P.10.10. Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
SC.912.P.10.11. Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.
SC.912.P.10.12. Differentiate between chemical and nuclear reactions.
SC.912.P.10.13. Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy.
SC.912.P.10.14. Differentiate among conductors, semiconductors, and insulators.
SC.912.P.10.15. Investigate and explain the relationships among current, voltage, resistance, and power.
SC.912.P.10.16. Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.
SC.912.P.10.17. Explore the theory of electromagnetism by explaining electromagnetic waves in terms of oscillating electric and magnetic fields.
SC.912.P.10.18. Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
SC.912.P.10.19. Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.
SC.912.P.10.20. Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another.
SC.912.P.10.21. Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver.
SC.912.P.10.22. Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors.
SC.912.P.12. Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position. D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory. E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates.
SC.912.P.12.1. Distinguish between scalar and vector quantities and assess which should be used to describe an event.
SC.912.P.12.2. Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
SC.912.P.12.3. Interpret and apply Newton's three laws of motion.
SC.912.P.12.4. Describe how the gravitational force between two objects depends on their masses and the distance between them.
SC.912.P.12.5. Apply the law of conservation of linear momentum to interactions, such as collisions between objects.
SC.912.P.12.6. Qualitatively apply the concept of angular momentum.
SC.912.P.12.7. Recognize that nothing travels faster than the speed of light in a vacuum which is the same for all observers no matter how they or the light source are moving.
SC.912.P.12.8. Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light.
SC.912.P.12.9. Recognize that time, length, and energy depend on the frame of reference.
SC.912.P.12.10. Interpret the behavior of ideal gases in terms of kinetic molecular theory.
SC.912.P.12.11. Describe phase transitions in terms of kinetic molecular theory.
SC.912.P.12.12. Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.
SC.912.P.12.13. Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.
FL.SC.912.L. Life Science
SC.912.L.14. Organization and Development of Living Organisms - A. Cells have characteristic structures and functions that make them distinctive. B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.
SC.912.L.14.1. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
SC.912.L.14.2. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
SC.912.L.14.3. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.14.4. Compare and contrast structure and function of various types of microscopes.
SC.912.L.14.5. Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis).
SC.912.L.14.6. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
SC.912.L.14.7. Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.14.8. Explain alternation of generations in plants.
SC.912.L.14.9. Relate the major structure of fungi to their functions.
SC.912.L.14.10. Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.14.11. Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue.
SC.912.L.14.12. Describe the anatomy and histology of bone tissue.
SC.912.L.14.13. Distinguish between bones of the axial skeleton and the appendicular skeleton.
SC.912.L.14.14. Identify the major bones of the axial and appendicular skeleton.
SC.912.L.14.15. Identify major markings (such as foramina, fossae, tubercles, etc.) on a skeleton. Explain why these markings are important.
SC.912.L.14.16. Describe the anatomy and histology, including ultra structure, of muscle tissue.
SC.912.L.14.17. List the steps involved in the sliding filament of muscle contraction.
SC.912.L.14.18. Describe signal transmission across a myoneural junction.
SC.912.L.14.19. Explain the physiology of skeletal muscle.
SC.912.L.14.20. Identify the major muscles of the human on a model or diagram.
SC.912.L.14.21. Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.
SC.912.L.14.22. Describe the physiology of nerve conduction, including the generator potential, action potential, and the synapse.
SC.912.L.14.23. Identify the parts of a reflex arc.
SC.912.L.14.24. Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.
SC.912.L.14.25. Identify the major parts of a cross section through the spinal cord.
SC.912.L.14.26. Identify the major parts of the brain on diagrams or models.
SC.912.L.14.27. Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum.
SC.912.L.14.28. Identify the major functions of the spinal cord.
SC.912.L.14.29. Define the terms endocrine and exocrine.
SC.912.L.14.30. Compare endocrine and neural controls of physiology.
SC.912.L.14.31. Describe the physiology of hormones including the different types and the mechanisms of their action.
SC.912.L.14.32. Describe the anatomy and physiology of the endocrine system.
SC.912.L.14.33. Describe the basic anatomy and physiology of the reproductive system.
SC.912.L.14.34. Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.35. Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions.
SC.912.L.14.36. Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.37. Explain the components of an electrocardiogram.
SC.912.L.14.38. Describe normal heart sounds and what they mean.
SC.912.L.14.39. Describe hypertension and some of the factors that produce it.
SC.912.L.14.40. Describe the histology of the major arteries and veins of systemic, pulmonary, hepatic portal, and coronary circulation.
SC.912.L.14.41. Describe fetal circulation and changes that occur to the circulatory system at birth.
SC.912.L.14.42. Describe the anatomy and the physiology of the lymph system.
SC.912.L.14.43. Describe the histology of the respiratory system.
SC.912.L.14.44. Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation.
SC.912.L.14.45. Describe the histology of the alimentary canal and its associated accessory organs.
SC.912.L.14.46. Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.
SC.912.L.14.47. Describe the physiology of urine formation by the kidney.
SC.912.L.14.48. Describe the anatomy, histology, and physiology of the ureters, the urinary bladder and the urethra.
SC.912.L.14.49. Identify the major functions associated with the sympathetic and parasympathetic nervous systems.
SC.912.L.14.50. Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems.
SC.912.L.14.51. Describe the function of the vertebrate integumentary system.
SC.912.L.14.52. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
SC.912.L.14.53. Discuss basic classification and characteristics of plants. Identify bryophytes, pteridophytes, gymnosperms, and angiosperms.
SC.912.L.15. Diversity and Evolution of Living Organisms - A. The scientific theory of evolution is the fundamental concept underlying all of biology. B. The scientific theory of evolution is supported by multiple forms of scientific evidence. C. Organisms are classified based on their evolutionary history. D. Natural selection is a primary mechanism leading to evolutionary change.
SC.912.L.15.1. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.2. Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.
SC.912.L.15.3. Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.
SC.912.L.15.4. Describe how and why organisms are hierarchically classified and based on evolutionary relationships.
SC.912.L.15.5. Explain the reasons for changes in how organisms are classified.
SC.912.L.15.6. Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
SC.912.L.15.7. Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.15.8. Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.9. Explain the role of reproductive isolation in the process of speciation.
SC.912.L.15.10. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.11. Discuss specific fossil hominids and what they show about human evolution.
SC.912.L.15.12. List the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes.
SC.912.L.15.13. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.15.14. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
SC.912.L.15.15. Describe how mutation and genetic recombination increase genetic variation.
SC.912.L.16. Heredity and Reproduction - A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. D. Reproduction is characteristic of living things and is essential for the survival of species.
SC.912.L.16.1. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
SC.912.L.16.2. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.
SC.912.L.16.3. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.
SC.912.L.16.4. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
SC.912.L.16.5. Explain the basic processes of transcription and translation, and how they result in the expression of genes.
SC.912.L.16.6. Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.
SC.912.L.16.7. Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.
SC.912.L.16.8. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
SC.912.L.16.9. Explain how and why the genetic code is universal and is common to almost all organisms.
SC.912.L.16.10. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SC.912.L.16.11. Discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis.
SC.912.L.16.12. Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).
SC.912.L.16.13. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
SC.912.L.16.14. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.
SC.912.L.16.15. Compare and contrast binary fission and mitotic cell division.
SC.912.L.16.16. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.
SC.912.L.16.17. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.
SC.912.L.17. Interdependence - A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.
SC.912.L.17.1. Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.
SC.912.L.17.2. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.3. Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.
SC.912.L.17.4. Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.5. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.6. Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7. Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
SC.912.L.17.8. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
SC.912.L.17.10. Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
SC.912.L.17.11. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12. Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13. Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.14. Assess the need for adequate waste management strategies.
SC.912.L.17.15. Discuss the effects of technology on environmental quality.
SC.912.L.17.16. Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.17. Assess the effectiveness of innovative methods of protecting the environment.
SC.912.L.17.18. Describe how human population size and resource use relate to environmental quality.
SC.912.L.17.19. Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.18. Matter and Energy Transformations - A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. D. The unique chemical properties of carbon and water make life on Earth possible.
SC.912.L.18.1. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
SC.912.L.18.2. Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.3. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes.
SC.912.L.18.4. Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.
SC.912.L.18.5. Discuss the use of chemiosmotic gradients for ATP production in chloroplasts and mitochondria.
SC.912.L.18.6. Discuss the role of anaerobic respiration in living things and in human society.
SC.912.L.18.7. Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.9. Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.10. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
SC.912.L.18.11. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
FL.SC.D.1.1. Processes that Shape the Earth: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.1.3. The student recognizes patterns in weather.
FL.SC.F.1.1. Processes of Life: The student describes patterns of structure and function in living things.
SC.F.1.1.1. The student knows the basic needs of all living things.
SC.F.1.1.3. The student describes how organisms change as they grow and mature.
SC.F.1.1.4. The student understands that structures of living things are adapted to their function in specific environments.
SC.F.1.1.5. The student compares and describes the structural characteristics of plants and animals.
FL.SC.G.1.1. How Living Things Interact with Their Environments: The student understands the competitive, interdependent, cyclic nature of living things in the environment.
SC.G.1.1.4. The student knows that animals and plants can be associated with their environment by an examination of their structural characteristics.
FL.SC.G.2.1. How Living Things Interact with Their Environments: The student understands the consequences of using limited natural resources.
SC.G.2.1.1. The student knows that if living things do not get food, water, shelter, and space, they will die.